2014 malcolm baldrige state quality award application ... sufsd... · 2014 malcolm baldrige state...

2014 Malcolm Baldrige State Quality Award Application August 18, 2014

Spackenkill Union Free School District 15 Croft Road Poughkeepsie, NY 12603 Lois Powell, Ed.D. Superintendent of Schools

b

Spackenkill Union Free School District A tradition of excellence with a vision for tomorrow

Table of Contents

Table of Contents

Organizational Chart ........................................................................................................... c

Glossary of Terms and Abbreviations ................................................................................ d

P.0 Preface: Organizational Profile..................................................................................... f

1.0 Leadership ....................................................................................................... 1

1.1 Senior Leadership ............................................................................................ 1

1.2 Governance and Societal Responsibilities ....................................................... 6

2.0 Strategic Planning ............................................................................................ 8

2.1 Strategic Development ..................................................................................... 8

2.2 Strategy Implementation ................................................................................ 12

3.0 Customer Focus ............................................................................................. 12

3.1 Voice of the Customer ................................................................................... 12

3.2 Customer Engagement ................................................................................... 14

4.0 Measurement, Analysis, and Knowledge Management ................................. 18

4.1 Measurement, Analysis, and Improvement of Organizational Performance . 18

4.2 Knowledge Management, Information, and Information Technology .......... 21

5.0 Workforce Focus ........................................................................................... 24

5.1 Workforce Environment ................................................................................ 24

5.2 Workforce Engagement ................................................................................. 26

6.0 Operations Focus ........................................................................................... 28

6.1 Work Processes .............................................................................................. 28

6.2 Operational Effectiveness .............................................................................. 29

7.0 Results ........................................................................................................... 32

7.1 Student Learning and Process Results ........................................................... 32

7.2 Customer-Focused Results ............................................................................ 40

7.3 Workforce-Focused Results ........................................................................... 42

7.4 Leadership and Governance Results .............................................................. 44

7.5 Budgetary, Financial, and Market Results ..................................................... 46

c


Organizational Chart

Organizational Chart

d


Glossary of Terms and Abbreviations


AASA American Association of School Administrators

AC administrative cabinet

ADA average daily attendance

AED automated external defibrillator

AES Advanced Encryption Standard

AIS Academic Intervention Services

AP Advanced Placement

APPR Annual Professional Performance Review

ASCD Formerly the Association for Supervision and

Curriculum Development

ASICPPS assistant superintendent for instruction,

curriculum, and pupil personnel services

ASQ American Society for Quality

AT administrative team

AYP adequate yearly progress

BARS BOCES Assessment Reporting System

BEDS Basic Educational Data System

BOE Board of Education

CCLS Common Core Learning Standards

CD coordinator of data

CEO chief executive officer

CMP Crisis Management Plan

COSER Cooperative Services

CPI Consumer Price Index

CPR cardiopulmonary resuscitation

CPSE Committee on Pre-school Special Education

CRDP Curriculum Renewal and Design Process

CSE Committee on Special Education

CT coordinator of technology

DASA Dignity for All Students Act

DC District Council

DC BOCES Dutchess County Board of Cooperative

Educational Services (also known as BOCES)

DCC Dutchess Community College

DEC Department of Environmental Conservation

DEHIC Dutchess Educational Health Insurance Consortium

DFO director of facilities and operations

DPEHA director of physical education, health, and

athletics

DRA Developmental Reading Assessment

DSC District Safety Committee

DSL director of school lunch

DSP District Safety Plan

DT director of transportation

ELA English Language Arts

ELL English language learners

EMS Energy Management System

EPC Energy Performance Contract

ERP Emergency Response Plan

ESCO energy services company

ESL English as a Second Language

GAFE Google Apps for Education

GASB Governmental Accounting Standards Board

GLSEN Gay, Lesbian & Straight Education Network

HR human resources

IBM International Business Machines Corporation

IDEA Individuals with Disabilities Education Act

IEP Individualized Education Program

ISTE International Society for Technology in Education

IT information technology

LED light-emitting diode

LEO Club Leadership, Experience, Opportunity

LHCSS Lower Hudson Council of School Superintendents

MA master’s degree

MAP Measures of Academic Progress

Mbps megabits per second

MHSSC Mid-Hudson School Study Council

MLP My Learning Plan

MMBTU 1 million British thermal units

MPPR Multidimensional Principal Performance Rubric

MVV mission, vision, and values

NCLB No Child Left Behind

NHS National Honor Society

NWEA Northwest Evaluation Association

NYS New York State

NYS Board of Regents New York State Board of Regents

(also known as the Regents)

NYSASBO New York State Association of School Business

Officials

NYSASCD New York State Association for Supervision

and Curriculum Development NYSCOSS New York State Council of School

Superintendents

NYSED New York State Department of Education

NYSPHSAA New York State Public High School Athletic

Association

NYSSBA New York State School Boards Association

NYSUT New York State United Teachers

OFIs opportunities for improvement

OM Odyssey of the Mind

OSHA Occupational Safety and Health Administration

PBIS Positive Behavioral Interventions and Supports

PC personal computer

PD professional development

PDSA Plan, Do, Study, Act

PLC professional learning community

PLTW Project Lead The Way

PPS Pupil Personnel Services

PTA Parent Teacher Association

P-TECH schools Pathways in Technology Early College

High Schools

RAID 5 Redundant Array of Independent Disks, Level 5 RIC Regional Information Center

RFP request for proposals

http://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=1&ved=0CCgQFjAA&url=http%3A%2F%2Fwww.empireblue.com%2Fdehic%2F&ei=a6tAU9VL58ywBIaygdgF&usg=AFQjCNHRQRN0jqp-lJ7NS2naIEjfizmwPQ&bvm=bv.64125504,d.cWc

e



RIT Rasch unIT

RTI Response to Intervention

RTTT Race to the Top

SAA Spackenkill Administrators Association

SAANYS School Administrators Association of New York

State

SAN storage area network

SAT Scholastic Aptitude Test

SAVE Safe Schools Against Violence in Education

SBM school business manager

SBT Site-based Team

SHS Spackenkill High School

SIP school improvement plan

SIRS Student Information Repository System

SL senior leader

SM SchoolMessenger

SMS student management system

SOS superintendent of schools

SP Strategic Plan

SPP strategic planning process

SRO school resource officer

STA Spackenkill Teachers Association

SUFSD Spackenkill Union Free School District

SWD students with disabilities

SWOT Strengths, Weaknesses, Opportunities, and Threats TMS Todd Middle School

USDA United State Department of Agriculture

VADIR Violent and Disruptive Incident Reporting

VOC volatile organic compounds

VPN virtual private network

WC Workers Compensation

WPA2™ Wi-Fi Protected Access ® 2

f


Preface: Organizational Profile

P.0 Preface: Organizational Profile

P.1 Organizational Description

The Spackenkill Union Free School District (SUFSD) is a

K–12 public school district located in the western part of

Dutchess County, New York. It was established in 1866 and

has grown from a one-room schoolhouse to a district

comprised of four schools serving nearly 1,600 students.

Geographically, the district is six square miles in size and is

located in the Town of Poughkeepsie.

P.1a Organizational Environment

P.1a(1) Educational Program and Service Offerings

The school district offers a K–12 public school educational

program under the registration of the New York State

Education Department (NYSED). Our educational program

leads students to graduate with a high school diploma. We

are mandated by NYSED to teach the state Common Core

Learning Standards (CCLS), which are organized by grade

level. We are also mandated to assess our students with

state-developed exams at state-determined grade levels. The

program is delivered by teachers certified by NYSED in

their content/grade level and deemed “highly qualified,” as

per federal No Child Left Behind (NCLB) legislation. The

delivery of the program is organized around the traditional

grade-level structure. The elementary curriculum is

delivered in one K–2 elementary school and one 3–5

elementary school. Multidisciplinary teams that allow the

transition from self-contained grade-level classes to

departmentalized classes serve as the method of delivery for

our one middle school, consisting of grades 6–8. Our one

high school serves grades 9–12. We also offer Advanced

Placement (AP) courses at the high school. The district

offers a wide variety of extra-curricular and athletic

opportunities for students as well. In regard to classified

students, we have a continuum of services that ranges from

full inclusion in co-taught classrooms (the norm) to

placement in self-contained life skills programs.

While most of our services are delivered directly by our

own teaching staff, we do partner with other institutions to

provide some programs that we are not large enough to

offer on-site. One such partner is Dutchess County Board of

Cooperative Educational Services (DC BOCES), to which

we send students for certain more restrictive special

education programs and for career and technical programs,

such as cosmetology and culinary arts. We also partner with

Dutchess Community College (DCC) to provide dual

enrollment courses, i.e., courses taught by our staff at our

schools for which students earn both high school and

college credits. DCC also offers specialized programs that

students may attend at the college in their senior year of

high school; these are called “bridge” programs because

they bridge the transition between high school and college.

Nursing and Teaching are two examples. Our local chamber

of commerce offers a leadership program that some of our

students participate in after school as well. The Town of

Poughkeepsie Police Department partners with us by

sharing the cost of a school resource officer (SRO), who is

on duty each day in our district. While this officer provides

many different services, one is educational, as the officer

teaches lessons in our forensic science classes and teaches

our elementary students about such topics as peer pressure,

bullying, and wise decision making.

P.1a(2) Vision and Mission

SUFSD has a long tradition of excellence and high standards.

The school district defines the community and has the strong

support of parents and community members. Students have

expectations of attending college. Our mission states (Figure

P.1-1): “Spackenkill schools, inspired by a tradition of

excellence and a spirit of continuous improvement, are

committed to empowering students to succeed in an ever-

changing world.” Our vision is as follows: “All Spackenkill

graduates will be lifelong learners who are inspired to pursue

their dreams and contribute to the global society.” We have

three core values: the development of character, the pursuit of

knowledge, and the respect for tradition. Our core

competencies are the transmittal of knowledge and skills, the

development of character and leadership, and the attention to

the individual needs of students. Spackenkill is often described

as providing a “private school education in a public school

setting” on account of its small class sizes and its focus on

offering a broad range of opportunities for students of

differing abilities and interests. They are aligned with the

mission by giving students the tools they need to “succeed in

an ever-changing world.”

P.1a(3) Workforce Profile

The district employs 301 people: 9.5 administrators, 169

teachers, 24 teaching assistants, 4 nurses, and 98.5 non-

instructional employees (clerical, custodial, maintenance,

monitors, bus drivers, and food service workers). Most of our

staff are certificated, meaning that they are certified by

NYSED to perform their jobs. Certificated personnel are

administrators, teachers, and teaching assistants. Our non-

certificated staff are generally civil service employees.

Almost all of our certificated staff have at least a master’s

degree (MA), while many have an MA plus 30 graduate

credits. Three have their doctorates. In addition to paid

employees, we have approximately 400 parents who volunteer

in various capacities over the course of the school year.

Activities include chaperoning field trips and events, running

programs such as Parents as Reading Partners, and serving on

booster clubs that raise money for athletics and music.

Approximately 96 percent of our workforce is Caucasian.

Ninety-nine percent of our teachers are highly qualified, as per

NCLB standards. Our employees are represented by three

Figure P.1-1 Strategic Plan Excerpts

Mission

Spackenkill schools, inspired by a tradition of excellence and a spirit of continuous improvement, is committed to empowering students to succeed in an ever-changing world.

Vision All Spackenkill graduates will be lifelong learners who are inspired to pursue their dreams and contribute to the global society.

Motto A tradition of excellence with a vision for tomorrow.

Values Tradition, Character, Knowledge

Pillars

Pillar 1: Student Performance Pillar 2: Community Involvement Pillar 3: Workforce Engagement Pillar 4: Operational Efficiency and Fiscal Responsibility Pillar 5: Healthy, Safe, and Caring Environment

g



bargaining units: Administrators—Spackenkill Administrators

Association (SAA)/School Administrators Association of New

York State (SAANYS); Teachers—Spackenkill Teachers

Association (STA)/New York State United Teachers

(NYSUT); and Support Staff—Spackenkill Support Staff

Association/NYSUT. P.1a(4) Assets

Our district consists of five buildings. Martha Lawrence,

built in 1927, consists of 33,367 square feet and is currently

leased to a local organization for special education pre-

school services. Nassau Elementary School (NES), built in

1962, consists of 52,000 square feet and houses our students

who are in grades K–2. Hagan Elementary School (HES),

built in 1966, consists of 60,500 square feet and houses our

students who are in grades 3–5. Todd Middle School

(TMS), built in 1958, consists of 78,200 square feet and

houses our students who are in grades 6–8. The district

offices are attached to the middle school, but only

accessible through a separate entrance. Spackenkill High

School (SHS), built in 1971, consists of 132,070 square feet

and houses students who are in grades 9–12. We also have a

small pole barn building that serves as a bus garage for our

mini-buses.

The district’s other assets include 14 mini-buses, 4 vans,

and 10 maintenance vehicles. As technology has come to

play a more significant role in education our technology

department has grown. We currently have 1,200 computers,

including 9 computer labs. Five hundred of those devices

are mobile devices, mostly laptops. There are 11 laptop

carts available to teachers and students. The majority of

them are at the secondary buildings, where we have a more

robust wireless network with access points in every

classroom.

P.1a(5) Regulatory Requirements

The district is governed by federal and state laws. We are

accountable to the federal Individuals with Disabilities

Education Act (IDEA) legislation as well as NCLB and

Race to the Top (RTTT) laws. The primary regulatory

agency, however, is the NYS Board of Regents (also known

as the Regents), which is a nine-

member board appointed by the

state legislature to oversee

NYSED, led by the

commissioner of education. The

Regents pass education laws,

mandate curriculum standards,

and have extensive state

assessment systems in grades

3–12. A high school diploma is

awarded after a student

completes 22 credits in

prescribed subject areas. Students must pass a total of five

Regents exams to earn a Regents Diploma and eight exams

to earn a Regents Diploma with Advanced Designation. The

Regents also regulate certification for all teachers,

administrators, teaching assistants, and coaches. Teachers

are also required to be “highly qualified,” in accordance

with NCLB regulations. The Regents also mandate

regulations for health and safety and employ the county fire

inspector, health commissioner, and state police to monitor

compliance. The district is also required to adhere to

Occupational Safety and Health Administration (OSHA)

requirements.

County civil service laws regulate the non-certificated

staff. The Regents and the state comptroller regulate

financial areas. The district employs outside auditors to

conduct an internal audit and a separate auditing firm to

conduct an external audit each year. Additionally, the state

conducts its own audit of district practices randomly.

Locally, the district is governed by Board policy,

established by the Board of Education (BOE) and enforced

by the superintendent of schools (SOS). The BOE Policy

Book includes a Code of Ethics and a Code of Conduct.

Policy guidance is provided by the New York State School

Boards Association (NYSSBA) as well as by attorneys

retained by the district.

P.1b Organizational Relationships

P.1b(1) Organizational Structure

The district is governed by a five-member BOE, each of

whom is elected by the community to a five-year term. One

position is voted on for re-election each year, which provides

stability to the leadership of the district. The Board’s primary

functions are to develop the vision for the district, set policy,

and develop a budget in support of the vision. The Board hires

and supervises the SOS, who serves as the chief executive

officer (CEO) of the district. The senior leaders (SLs), as

described in Figure P.1-2, include the assistant superintendent

for instruction, curriculum, and pupil personnel services

(ASICPPS); the school business manager (SBM); the

coordinator of technology (CT); the coordinator of data (CD);

and the building principals.

The SBM supervises three directors: the director of

transportation (DT), the director of facilities and operations

(DFO), and the director of school lunch (DSL) as well as

clerical and business office staff. Building principals supervise

the assistant principal, the dean of students, and the director of

physical education, health, and athletics (DPEHA). They also

supervise the teachers and support staff in their buildings.

P.1b(2) Students, Other Customers, and Stakeholders

The students are the primary customers of the district’s

educational services. Students expect that the district will

teach them how to discover, access, and create knowledge

and allow them the opportunity to attain the highest level of

achievement. Students also expect that the district will

prepare them for entrance into college. Students avail

Figure P.1-2 Senior Leaders/Administrative Cabinet

Superintendent

Senior Leaders

Asst. Supt. School

Business Manager

SHS Principal

TMS Principal

HES Principal

NES Principal

Coordinator of

Technology

Other Leaders Participating on Administrative Cabinet

Asst. Principal Dean of Students

Director of Facilities & Operations

Director of School Lunch

Coordinator of Data

Director of Transportation

h



themselves of a wide offering of academic, extra-, and co-

curricular activities with a continuous emphasis on

achievement. Students’ needs are represented through

Student Government activities and by student satisfaction

surveys at the secondary schools and student leadership

groups at the elementary schools. Every student’s progress

is monitored quarterly by teachers and administrators.

Students are also supported by the Response to Intervention

(RTI) Committee and by special education teachers,

coaches, and guidance personnel.

The racial composition of the student body is 63.4 percent

Caucasian, 9.0 percent Black, 10.9 percent Hispanic, 14.1

percent Asian/Pacific Islander, .3 percent Native American,

and 2.3 percent multiracial. Seventeen percent of the

students are eligible for free and reduced price meals.

Twelve percent of the students are classified as students

with disabilities (SWD) and 2 percent are English language

learners (ELL).

Our students are segmented into the following

categories: enriched, SWD, ELL, and economically

disadvantaged. We are also mindful of student performance

by ethnicity.

Parents and other district residents are also customers

since schools in NYS are funded in large part by property

taxes. The workplace, the military, and post-secondary

educational institutes are customers as well, in that they

receive the students we produce. Additionally, some local

colleges send their students to our district to complete their

student teaching experience. The quality of the experience

for them is directly related to the quality of our teaching

staff.

Because of the disparity in the segments of our

population, we must provide a variety of programs to meet

student needs. We offer enrichment programs at all levels.

At the elementary level we have an enrichment teacher who

supplements classroom instruction in grades 3–5. We also

have clubs and activities for enriched students, including

Odyssey of the Mind (OM), Math Carnival, and a National

Geographic Bee. At the middle level, we have accelerated

courses in art, math, and science. We also offer after-school

activities for students, including OM and clubs. At the high

school level we offer a wide variety of AP courses, a

science research program in which students partner with

scientists to execute their own research projects, and a pre-

engineering course. Additionally, students can participate in

a variety of clubs, including Science Olympiad, Math Team,

and Mock Trial.

For our ELL students, we offer the services of certified

English as a Second Language (ESL) teachers. We meet or

exceed state requirements for students in this area.

SWD receive a wide range of services from elementary

through high school. We are required by federal legislation

to provide students with services in the least restrictive

manner possible. Services range at all grade levels from

resource room assistance to co-taught classes, to fully self-

contained classes and out-of-district placements. Many

times, these students, as well non-classified students,

receive Academic Intervention Services (AIS) from reading

teachers or other appropriately certified subject area

teachers.

We offer many choices for clubs and athletics, which are

open to all segments of our student population. Several of

our most popular clubs are service clubs, which conduct

fundraisers, food drives, and clothing drives for community

organizations and charities.

Students of all segments have access to the support

services of social workers and school psychologists. At the

secondary level, guidance counselors are also available to

provide assistance.

Another key area of service we provide for our students is

safety. Our SRO is stationed mainly in the high school, but

is available to respond to the needs of all buildings. She also

participates in both building and District Safety Committee

(DSC) meetings and conducts safety drills in all district

buildings.

Our taxpayers require that we provide high levels of

student achievement, maintain a reputation for excellence,

and use money responsibly. Since people choose where to

reside based on the quality of the school district, the

district’s standing and reputation can play a major role in

property values and house sales. The district consistently

looks for ways to work more efficiently while maintaining

the quality of its programs.

Another important way that we meet the needs of our

taxpayers, particularly those who have children in our

district, is through a robust communication system. We

have a webpage and a Facebook account for all community

residents. Links on our website provide easy access for

community members to e-mail the BOE and the SOS. At

times, we send letters to the entire community as well. For

parents, additional communication methods are also in

place, including teacher webpages, a parent portal, an online

school lunch payment program, and an automated calling

system, called SchoolMessenger (SM), to provide

information to the parents about events and emergencies.

Colleges require students who are academically prepared

to meet the rigors of their programs as well as emotionally

and socially prepared to adjust to the responsibilities of the

college environment. The military and the workplace

require us to produce students who have a solid work ethic,

good character, strong interpersonal skills, and the ability to

think on their feet.

P.1b(3) Suppliers and Partners

Our key suppliers are segmented into three categories: those

that provide services, those that provide products, and those

that provide both.

Service providers include:

Durham School Services, which provides for the bulk

of our student transportation;

various BOCES locations across the state, which

provide student programs, professional development

(PD), and cooperative purchasing;

organizations such as NYSSBA, New York State

Association of School Business Officials

(NYSASBO), and the New York State Council of

i



School Superintendents (NYSCOSS), which provides

legal advice, PD, and resources; and

individual service providers who work with students

in need of occupational or physical therapy or who

provide consultant services as required.

Some suppliers provide both products and services.

Examples include textbook, hardware, and software vendors,

who often provide PD as well as the products they sell.

Product suppliers include companies that provide office

supplies, athletic equipment, school furniture and equipment,

office equipment (such as copiers), and utilities.

Our partners are many and varied. They include NYSED,

the Parent Teacher Association (PTA), local mental health

agencies and substance abuse agencies, local colleges, the

Dutchess County Regional Chamber of Commerce, the Town

of Poughkeepsie Police Department, the Dutchess County

Health Department, Utica National Insurance Group, and

Cenergistic (an energy conservation company).

Suppliers of products provide the district with the materials

it needs to perform our key functions of educating students

and keeping them safe. Suppliers of services perform these

two key functions as well, but also play a role in helping us to

maintain our competitive edge. They accomplish this by

making us aware of new resources on the market and better

ways to deliver instruction, and/or by delivering services

directly to students. They also help us to maximize our dollars

so that more money can go directly into student programs.

Innovations are achieved largely through PD our staff

receives, work done with the local education colleges, and the

use of technology. As vendors provide more advanced

hardware and software that better meet student learning needs,

the district changes its way of delivering instruction.

We communicate with our suppliers and partners in a

variety of ways. They include electronic methods—such as via

websites, e-mail, online ordering, and webinars—as well as

via phone calls and face-to-face meetings and workshops.

It is the policy of the BOE that purchasing serve the

educational program by providing necessary supplies,

equipment, and related services. It is the goal of the district to

purchase competitively, without prejudice or favoritism, and

to seek the maximum educational value for every dollar.

Purchases from $2,000–$4,999 require two to three verbal

quotes. Purchases from $5,000–$20,000 require three written

quotes, if feasible. Contracts more than $20,000 require

competitive bidding and are procured in a manner to ensure

the prudent and economical use of public money, in the best

interest of the taxpayers.

P.2 Organizational Situation

P.2a Competitive Environment

P.2a(1) Competitive Position

In NYS, students attend school in the district within which

they reside. SUFSD is viewed as a high-performing school

district of choice in a county of 13 school districts. Realtors

include “Spackenkill Schools” as a selling point in home

listings. SHS has been included in top high school lists

compiled by The Washington Post (past 4 years) and

Newsweek (past 5 years). It made US News and World

Report’s list in 2012. With a 97.6 percent graduation rate,

SUFSD far exceeds the state rates. In a recent report by the

NYS comptrollers’ office, SUFSD is ranked first place in the

county for fiscal stability and is in the top 5 percent of the

state. Only 2.6 percent of students who live in the district

choose to attend private schools (compared with 8.46 percent

in a neighboring district), though we have two such schools

within district boundaries and another two within a 2-mile

radius of the district.

P.2a(2) Competitive Changes

Competitive changes that may affect SUFSD’s competitive

situation and provide opportunities for innovation and

collaboration include our declining enrollment. Because we

have more space available in our buildings, we have begun to

discuss the possibility of beginning a pre-K program at the

elementary level and a post-secondary program at the high

school. NYS has recently begun to establish Pathways in

Technology Early College High Schools (P-TECH schools) in

the state, and our SOS has initiated conversations with

International Business Machines Corporation (IBM) about the

feasibility of implementing a smaller-scale program in our

district.

P.2a(3) Comparative Data

SUFSD uses comparative and competitive data in several

areas. In 2008, we identified three schools in the county that

we compare ourselves to academically and three schools in

higher achieving counties that we use as exemplars. We are

planning to consider new schools this summer as a result of a

steady increase in the percentage of students receiving free

and reduced lunch over that past several years. (Research

shows a strong correlation between student achievement and

socioeconomic status.)

Most typically, we use these schools’ academic data to

analyze our own academic performance in an effort toward

continuous improvement. This is especially important in NYS

since over the past several years, state tests have changed

multiple times, cut scores used to determine proficiency levels

have changed, and scoring rubrics have changed. Without the

ability to compare ourselves to other similar schools, it would

be difficult to tell whether our students are doing worse or if

they, like those in other districts, are reacting to a tougher test

or a tougher standard. While we most commonly use

academics as an area of comparison, we also use county and

state data to analyze such things as financial standing,

employee salaries and benefits, and staffing ratios. Most of

this data is public information and readily accessible to us

through state databases. Additionally, our BOCES publishes a

comparative financial analysis of the 13 school districts in the

county called Dutchess County Fact Book.

P.2b Strategic Content

Our strategic advantages heighten SUFSD’s sustainability and

achievement of our mission (Figure P.2-1). Figure P.2-1: Strategic Advantages & Challenges

Strategic Advantages Strategic Challenges

Reputation Lack of defined processes

Culture of excellence Reduced workforce

Community support New York State instructional mandates

Engaged workforce New York State finance laws

Class size Changing socioeconomic environment

Educational resources Lack of community shared vision

Small schools Declining enrollment

Fiscal stability Maintaining programs

Reputation

Culture of excellence

j



They influence our core competencies. Strategic challenges

are addressed in our district and building goals. Both the

strategic advantages and challenges are identified in the

Environmental Scan and Strengths, Weaknesses,

Opportunities, and Threats (SWOT) analysis conducted by the

administrative cabinet (AC) in the summer (Figure 2.1-6).

P.2c Performance Improvement System

Our core competencies are integrated in our performance

improvement system. SUFSD has developed a culture of

continuous improvement by committing to a three-pronged

performance improvement system. First, we systematically

use the Baldrige Framework for Performance Excellence as

our framework for performance improvement. This framework

guides our improvement by:

Focusing on Strategic Plan (SP), goals, and action

plans that guide our academic and support work

processes and help us to better understand, listen to,

and serve all stakeholders;

Using an evidence-based performance measurement

system that utilizes results so we can lead by fact;

Systematically using benchmarking to discover

success, gaps, and growth opportunities.

Second, we achieve performance improvement via a

systems approach to improving our key work processes and by

embedding all key areas in our SP. Our SP is the primary tool

for planning and focusing on action. SUFSD sets performance

goals drawn from national, state, and regional benchmarks as

well as from internal performance results.

Third, our approach to performance improvement is attained

via a strategic deployment of Plan, Do, Study, Act (PDSA).

1


1.0 - Leadership

1.0 Leadership

1.1 Senior Leadership

1.1a Vision, Values, and Mission

1.1a(1) Vision and Values

The SOS meets each summer with the administrative team

(AT), which consists of two district office administrators

(the SBM and the ASICPPS), six building-level

administrators, and four middle-level managers of

departments (DT, DSL, DFO, and CT). In 2007, we worked

with a consultant to help us define our mission, vision, and

values (MVV). Since then, we have refined these a few

times as a result of discussion at summer meetings, PD

provided by consultants, and feedback from the community.

Any changes being considered to the vision and values are

communicated to the school community via our District

Council (DC), website, faculty meetings, school Board

meetings, PTA meetings, and Site-based Team (SBT)

meetings. Feedback is always considered before asking the

BOE to adopt the changes. Our MVV are as follows:

Mission: Spackenkill schools, inspired by a tradition of

excellence and a spirit of continuous improvement, are

committed to empowering students to succeed in an ever-

changing world.

Vision: All Spackenkill graduates will be lifelong learners

who are inspired to pursue their dreams and contribute to the

global society.

Values: Tradition, Character, Knowledge.

Once the BOE adopts our vision and values, we deploy

them by many of the same means by which we seek

feedback. We publish the changes on our website and notify

staff and parents through faculty meetings, BOE meetings,

and SBT meetings.

A student competition yielded a new logo that we use for

branding on our website, letterhead, presentations, vehicles,

as well as team uniforms and t-shirts.

SLs consider our vision and values in virtually all decision

making. We align our district and building goals with our

vision. PD for administrators, certified staff, and civil

service staff is scheduled to assist us in attaining our goals.

The SOS makes every effort to schedule meetings with

administrators only on Thursdays, so that building

administrators can make commitments to being in classrooms

and available to their teachers, students, and parents on a

consistent basis.

It has been said that what gets measured gets done. To this

end, we provide our BOE and community with a variety of

presentations that address how we are doing (Figure 1.1-1).

Our goals are reported on annually at a BOE meeting. We

present academic audits for the BOE on each building in the

district. These audits give the BOE and community

information about how our students are performing on

NYSED exams and include information about how we

compare to the state average as well as to comparison and

exemplar districts. Another report made annually is a

scorecard presentation (Figures 1.1-2– 1.1-6) that gives the

BOE and our community information about how we are

performing each year on metrics that address our five pillars.

These metrics address not just our commitment to academics,

but our commitment to character as well. All BOE meetings

are videotaped and available for viewing on our website; all

presentations are available on our website as well.

1.1a(2) Promoting Legal and Ethical Behavior

SLs promote an organizational environment that requires legal

and ethical behavior in a variety of ways. First, all personnel

are required to meet all certification requirements for their

employment. All employees must be fingerprinted and cleared

for employment by NYS. All personnel must sign an

acknowledgment annually that they have read the Personnel

Manual, which includes the following documents:

Child Abuse Policy

Sexual Harassment Policy and Investigative

Procedures

Personnel Code of Ethics

Code of Conduct

Policy on Disability Harassment

Policy on Reporting and Investigation of Allegations

of Fraud

Acceptable Use of Technology Policy

Figure 1.1-1 BOE Presentations

BOARD MEETING SCHEDULE 2013–2014

Friday, July 12, 2013 Reorganization/Regular Meeting

Monday, August 26, 2013 Regular Meeting/ Summer School Report and

RTI Manual Presentation

Monday, September 9, 2013

Regular Meeting/New and Tenured Staff

Celebration and Building Use Study Presentation

Tuesday, September 24, 2013 Long Range Planning/Building Goals

Presentation and Olweus Presentation

Monday, October 7, 2013 Regular Meeting/ HES and TMS Audit and

Student Growth Score Presentation

Tuesday, October 22, 2013

Long Range Planning/Presentation on Exit

Survey Results and First Community Budget

Forum

Tuesday, November 12, 2013 Regular Meeting/Transportation Update, Baldrige, Scorecard, and SP Presentation

Tuesday, November 19, 2013 Long Range Planning/NES and SHS Audits and

State Parent Portal/Dashboard Presentation

Monday, December 9, 2013 Regular Meeting/Roll-over Budget Presentation and Enrichment Program Presentation

Monday, January 13, 2014 Regular Meeting/Budget Discussion, Testing

Discussion, and Grant Service Presentation

Tuesday, January 28, 2014

Long Range Planning/Budget Survey Results

Presentation and Second Community Budget Forum

Monday, February 10, 2014 Regular Meeting/Presentation and Discussion of

Budget Forums

Tuesday, February 25, 2014 Long Range Planning/Budget Discussion and AIS Presentation

Monday, March 10, 2014 Regular Meeting/ Budget Discussion and

Student, Parent, Employee Survey Results

Tuesday, March 25, 2014 Long Range Planning/ Budget Presentation

Monday, April 7, 2014 Regular Meeting/Budget Adoption and Tenure Appointments

Tuesday, April 22, 2014 Long Range Planning/BOCES Vote and Energy

Performance Contract Presentation

Tuesday, May 6, 2014 Regular Meeting/Budget Hearing

Tuesday, May 20, 2014 Annual Mtg./Budget Vote/Trustee Election

Monday, June 9, 2014 Regular Meeting/Building Goals Reports

Tuesday, June 17, 2014 Long Range Planning/ Celebration of Successes

2


1.0 - Leadership

Employees also sign annually an acceptable use form for the

use of technology that specifies the conduct required in that

area. The district monitors local, state, and federal changes in

legal and ethical requirements and adopts policies and

regulations accordingly.

The actions of SLs demonstrate their commitment to legal

and ethical behavior in a variety of ways as well. First, they

hire only appropriately certified or civil service–qualified

people. Second, they make the expectations of the district

known through the Personnel Manual, Board policies, and

meetings, as necessary.

Third, they handle infractions that occur in a timely and

appropriate manner. Principals or other SLs report all

improprieties to the SOS. Because most of our employees are

under the jurisdiction of either Dutchess County civil service

laws or NYSED laws, the disciplinary processes for these

employees are highly regulated. While infractions are never

ignored, we must work with our legal counsel to ensure that

Figure 1.1-2 Student Performance

Indicators

Student Achievement

Mean point growth in math and reading

(MAP

State testing--% proficient (math):

Grade 3

Grade 4

Grade 5

Grade 6

Grade 7

Grade 8

Algebra (grades 8 & 9)

State testing--% proficient (ELA):

Grade 3

Grade 4

Grade 5

Grade 6

Grade 7

Grade 8

SHS

SAT average scores:

Critical reading

Math

Writing % earning 3 or better on AP exams

4-year graduation rate

SHS drop-out rate Success after graduation:

% of class of 2010 reporting well prepared

for the future (one year after graduation) Student mobility

Student Engagement Survey results

Teacher Performance

% Effective on annual evaluation

% Highly Effective on annual evaluation

% of teachers participating in staff development

% of teachers at MA +30

% of teachers with multiple certifications

Figure 1.1-3 Community Involvement

Indicators

Community

Satisfaction

Budget vote participation

Budget vote results

Exit Survey % indicating that they would support exceeding the

tax cap to avoid cuts to programs and/ or reduction

in quality of education Satisfaction Survey

Impartial hearings

Appeals to commissioner Lawsuits filed

Community

Engagement

Volunteers

Committee memberships School events

Boosters

Users of District website

Parent Portal

Nutrikids SM

Teacher webpages

Facebook page

Figure 1.1-4 Workforce Engagement

Indicators

Workforce Satisfaction

Survey--% that give workplace an “A” or a “B”

Longevity

Certified % 10–19 years

% more than 20 years

Non-certified % 10–19 years

% more than 20 years

Attendance Certified

Non-certified

Grievances Certified

Non-certified

Workforce Engagement

% participated in PD % participated in 10 or more PD activities

% who serve on committees

% who serve on multiple committees % who chair committees/serve on leadership

team

% who lead PD activities % of teachers at MA+30


Figure 1.1-5 Operating Efficiencies Cost Effectiveness

Indicators

Fiscal

Responsibility

Fund balances

Reserves Bond rating (Moody’s)

Internal audit

External audit Comptroller’s audit

Operating

Efficiencies

Bids and RFPs

Cumulative Utilities cost avoidance (Cenergistic

reports) Average turn-around time for work orders

Late buses – based on SM calls Average lunch line times

Figure 1.1-6 Safe, Healthy, and Caring Schools

Indicators

Healthy Schools

% of students at healthy body weight

Reports from local Dept. of Health and USDA

Outbreak reports to Health Dept. and comparison data from Health Dept.

Caring Schools

Student Climate Survey (Olweus):

% of students who report not being bullied in the past couple of months

Employee Survey:

% agreed that staff really care about students Bullying/harassment complaints

Safe Schools

Accidents/Injuries

Students Employees (WC)

VADIR (violent incident reports)

Best time on evacuation drills Fire Inspection

Bus accidents

3


1.0 - Leadership

all employee rights are protected and that we are in

compliance with the law. Consequences must be in keeping

with the law as well.

1.1a(3) Creating a Sustainable Organization

SLs create an environment for the achievement of our mission

in a variety of ways. SLs meet together at least monthly to

identify and discuss issues, participate in PD,

and/or make decisions about programs and practices that

affect the achievement of our mission.

SLs also meet at least monthly with their staff. In the

support areas (non-instructional), the SBM meets monthly

with the DFO, the DSL, and the DT. The SBM also meets

weekly with the district treasurer, account payable clerk, and

payroll supervisor. The ASICPPS meets monthly with

curriculum coordinators and principals.

The SOS communicates at least monthly with the CT and

the CD. The concept that these personnel provide services so

that the teachers can achieve the mission of the district is a key

one that is ingrained in peoples’ minds. Therefore, they

understand that issues discussed in these meetings have a

higher purpose than, for example, fixing a broken tile in a

floor or ordering print cartridges.

The SOS also communicates weekly with the building

principals to discuss matters that affect the achievement of our

mission. Examples include

discussions about progress toward

achieving building and personal

goals, talks about curriculum

initiatives and needs, and

conversations about

underperforming personnel and

student performance.

Principals meet at least monthly

with their staff as well, where the

topics focus largely on curricular

and instructional issues. Members

of the staff also serve on SBTs, at

which principals lead the

discussion about how best to

achieve the building goals and

how they are progressing at doing

so.

SLs create an environment for

the improvement of organizational performance through the

strategic planning process (SPP) and the focus on metrics used

in our scorecards, which help us to assess how we are doing.

SLs meet annually to review our scorecards, and the SOS

makes a presentation to the BOE annually about our

performance on our scorecards. SLs also have discussions

with staff about how processes could be improved; those

changes are documented, flowcharted, and put on the district’s

Intranet for all employees.

SLs create an environment for performance leadership as

well. All administrators, from the SOS through the district

office administrators and building administrators, have

language in their contracts that allows the district to reward

them for excellence in leadership. All SLs are also encouraged

to make presentations to their staff, the community, and the

BOE about areas of importance to the organization. Doing this

enables leaders to be regarded as experts in their fields and

garners them a higher standing in the community. Teachers,

too, are encouraged to lead workshops for their colleagues,

present to their colleagues at faculty meetings, serve on and/or

chair building committees, and start new, sometimes

experimental, programs for the schools. Teachers who perform

functions such as these are recognized for their leadership in

their annual performance review as well as by informal notes

from the SOS and formal and informal communications from

the building principals.

SLs create an environment for organizational and personal

learning as well. We utilize the PDSA method of continuous

improvement at all levels of the organization to facilitate

organizational learning. All SLs have been trained in this

methodology by the American Society for Quality (ASQ) or

another SL who was so trained.

SLs encourage personal learning by making workshops and

conferences available to staff and encouraging them to attend

those that are pertinent. All evaluations include some aspect of

personal learning as one of the criteria for performance.

Teachers are further incentivized to participate in learning

opportunities by a clause in their contract that pays them for

graduate credits past their MA degree and for in-service

credits they accumulate. Building administrators have a

contractual provision that provides for district reimbursement

for participation in a doctoral

program. Whenever possible,

teachers’ schedules are organized

in such a way as to allow for

planning time during the day for

teachers who have a common

interest. Such common interests

include a common grade level, a

common subject area, serving on

the same interdisciplinary team, or

serving as a special

educator/general educator team for

a class of students. In discussions

such as these that occur among

colleagues, the learning can be

powerful (Figure 1.1-7).

SLs create a workforce culture

that delivers a consistently positive

experience for students and

parents though communication and concern for the individual.

SLs take many opportunities to communicate and model the

belief that our students and their parents are our customers and

that customer experience and satisfaction are critical to the

success of the organization. Most employees want to perform

their jobs well and need to know what is required to do so.

Communication from the SLs helps employees understand the

expectations the organization has for them. Communication is

also critical in ensuring consistency. Processes need to be in

place and communicated to the staff so that everyone across

the district can respond consistently to similar situations.

Communications take a variety of forms, including written

personnel and policy manuals, e-mails, newsletters, one-to-one

conversations, presentations at meetings, and workshops.

It is also important that SLs show a concern for the

individual employee because employees who enjoy their jobs

and who have a good relationship with their supervisors are

Figure 1.1-7 Professional Development (PD)

Indicators 2011-2012 2012-2013

% participated in PD 70% 73.2%

% participated in 10 or more PD activities 39% 44%

% who serve on committees 60% 45%

% who serve on multiple committees

N/A 26%

% who chair committees/serve on leadership team

3.1% 2.7%

% who lead PD activities N/A .07%

% of teachers at MA+30 13.9% 15.2%

% of teachers with multiple certifications 28% 26.4%

4


1.0 - Leadership

more likely to be engaged in all aspects of district operations.

In taking a personal approach with staff, SLs model how they

want the customers to be treated.

Walking the fine line between treating students and their

parents consistently—yet individually—fosters customer

engagement. While customers need to feel they have been

treated fairly, they also need to feel that consideration of

individual circumstances have been taken into account.

Satisfied customers are more likely to be engaged customers.

SLs capitalize on trusting relationships, a commitment to

the philosophy of continuous improvement, and accountability

to create an environment for innovation and intelligent risk

taking, achievement of strategic objectives, and organizational

agility. SLs hold regular meetings with their staff in which

they seek feedback and ideas regarding how to solve

problems. Likewise, the SOS

meets regularly with other SLs

to do the same. An excellent

example of this is when

building principals meet with

their SBTs to review data,

establish building goals, and

develop action plans to

achieve those goals. The SOS

meets with her SLs in the

same manner to develop

district goals. Issues of all

sorts are discussed in faculty

meetings, cabinet meetings,

and committee meetings.

Innovative ideas are put into

motion and employees receive

recognition for their

contributions in a variety of

ways: praise, the awarding of

a symbolic “puzzle piece”

representing the importance of

the person to the team, a letter

for their personnel files, and/or

feedback in a formal,

summative evaluation. In

some cases, staff receive merit

pay for contributions that

significantly affect the school

and/or district.

Knowing that succession

planning is integral to the

organization, the SOS has

strategically broadened

horizons for staff by

encouraging them to attend

training that would increase

the scope of their knowledge

and skills and make them more

attractive for promotions. When opportunities become

available, an attempt is made to hire from within the district.

In her 11 years in the district, the SOS has promoted a

principal to the position of director of curriculum, an assistant

principal to the position of principal, and a director of pupil

personnel services (PPS) to the position of ASICPPS. She has

also moved a middle school principal to the high school

(giving him both increased responsibilities and a pay raise).

Additionally, she has sent two aspiring administrators for PD

about the superintendency.

Unfortunately, due to the size of the district, opportunities

for a career ladder for the teaching staff are much less tenable,

as we do not have the resources to have several layers of

leadership. However, we do have 10 curriculum coordinator

positions and a minimum of 4 mentor positions in the

teachers’ contract. Such positions certainly assist teachers in

developing a new repertoire of skills that build capacity in our

own organization while proving beneficial to their resumes if

they were to seek an administrative position. Additionally, we

encourage teachers to teach workshops (for which they receive

payment), chair committees, and attend a variety of PD

opportunities outside of the

district (for which they receive

in-service credit is it is after

school hours).

1.1b Communication and

Organizational Performance

1.1b(1) Communication

SLs communicate with the

workforce, students, and other

key customers in a variety of

ways (Figure 1.1-8). Three

days a year, all employees

attend a Superintendent’s

Conference Day. This is an

opportunity for the SOS and

other SLs to address staff and

engage in PD with them.

During the year, principals

hold monthly faculty meetings

(which the SOS occasionally

attends as well), SBT

meetings, and meetings with

the building’s union

representatives. The SOS

meets weekly with the STA

president and monthly with the

administrators union president,

while the SBM meets at least

monthly with the president of

the support staff association.

Four times a year, the SOS,

SBM, and ASICPPS meet with

the president and vice

president of the three unions

and the president and vice

president of the BOE. All of

these meetings are interactive.

SLs also correspond regularly

with employees through

classroom visits, e-mails, articles on the website, entries on the

district’s Facebook page, and via a monthly electronic

newsletter. Conversations occur also at committee meetings,

such as the DSC, DC, and building-level committees, as well

as in impromptu meetings held when paths cross. Minutes of

all district meetings are posted on our website.

Figure 1.1-8 Communication Plan Processes

Deployment

Methods of MVV

and SP

Target Group(s)

Frequency

Publishing/sharing

SP

Employees, students, parents,

community, partners, suppliers, alumni

Annually

Administrative retreat

Administrators Annually

Satisfaction survey

review


community

Annually

New employee

induction

Employees Annually

12-month district

luncheon

Employees Annually

Budget planning

meetings


community,

Annually

Annual Meeting Employees, students, parents,

community, partners,

suppliers, alumni

Annually

BOE minutes/videos Employees, students, parents,


suppliers, alumni

Biweekly

Celebration of

Successes



Annually

Employee Newsletter Employees Monthly

Meetings with PTA Parents Monthly

Admin cabinet

meetings

Employees Monthly

Principals’ meetings Employees Monthly

Classroom visits Employees, students Ongoing

Faculty meetings Employees Monthly

Recognition notes Employees, students, parents, community, partners,

suppliers, alumni

Ongoing

Website, Facebook Employees, students, parents,


suppliers, alumni

Ongoing

One-to-one

discussion



Ongoing

Honor roll breakfasts Students, parents Quarterly

5


1.0 - Leadership

Key decisions are usually communicated to employees via a

personal presentation, such as at a conference day, or through

a district e-mail, the website, or the employee newsletter.

SLs also utilize a variety of formats for communicating with

students. The SOS visits the classrooms of all kindergarten

students, 3rd

grade students, and 6th

grade students to

introduce/reintroduce herself and to inquire how the first few

weeks in a new school has been for them. During the school

year, the SOS meets with 5th

grade student leaders, middle

school student leaders, and high school student leaders each

quarter to hear about their concerns and solicit feedback. Two

high school students sit on the DC, which is comprised of a

diverse group of stakeholders who meet quarterly to discuss

matters relevant to all schools. Communications also take

place informally during classroom visits and attendance at

events.

The school principal usually participates in these meetings

as well. Other SLs are brought into the meeting as deemed

appropriate to the topic. Principals have ongoing

communications with students through formal means, such as

assemblies and classroom visits, as well as through informal

interactions in the halls and at events. At the high school level,

students participate on the building SBT as well.

Key decisions are communicated to the students in a variety

of ways. At the elementary level, an assembly would generally

be held or the principal would visit classrooms or ask the

classroom teachers to announce the decision. At the secondary

level, principals may hold assemblies, visit classrooms, make

an announcement over the public address system, or

communicate via the Student Government officers or class

officers.

Communications with other key stakeholders, most notably

parents, occur in many of the same ways. Monthly District

PTA meetings take place at which presentations are made and

SLs and parents engage in discussion. Parents have seats on

the DC and the SBTs. Parents and other community members

also attend our BOE meetings, which usually occur twice

monthly. Participation is invited at these meetings as well. SLs

also use the district and building websites, Facebook, SM, and

letters to share information. SLs are always available to meet

with individual community members who have concerns, and

they are responsive to phone calls and e-mails from

community members. Informal communications occur at

school events and in the community as well. Key decisions are

usually communicated to parents and other community

members via the website, letters, or Board meetings. In the

event of an emergency or school closing and when there are

special events, an automated call/text/e-mail will be sent out

via SM.

SLs motivate the workforce and encourage superior

performance by communicating high expectations, modeling

high performance, providing the workforce with the resources

it needs to be high performing, and recognizing the successes

of students, staff, and community members. At the K–2

buildings, students are awarded gold stars for following the

rules and the stars are posted on a communal bulletin board in

the cafeteria. When they, as a group, achieve a certain number

of stars, they receive a reward. Principals have awards and

honor roll assemblies and breakfasts to recognize students for

high achievements and good character attributes. At the

middle school, staff recognize Students of the Month. At the

high school, a Prisms Award was established to recognize

students who demonstrate exemplary character and/or

improvement. The high school also honors Spartans of the

Month (Spartan is the district mascot) to scholar-athletes who

demonstrate outstanding leadership, sportsmanship, and a

strong work ethic. The high school also hosts a Senior Awards

Night each June. The NYS Public High School Athletic

Association (NYSPHSAA) honored Spackenkill with the 2008

Good Sport Award. Principals recognize employees with

private and public praise, as appropriate, and sometimes with

written letters of commendation.

The SOS has a recognition program in place called the

“Essential Piece”: Employees who demonstrate exemplary

service are presented with a puzzle piece keychain expressing

the message that we are all different but are all essential to the

organization. Parents, students, graduates, and other

community members have also been awarded puzzle pieces at

BOE meetings. Each June, the BOE hosts a Celebration of

Successes at its final meeting of the year. We typically invite

several hundred students, community volunteers, and

employees to attend and be recognized, though the vast

majority of honorees are students. Categories for recognition

include academic ones, such as valedictorian and salutatorian

of the graduating class, science fair winners, and successful

competitions by academic teams such as OM and Science

Olympiad. We also recognize students who won essay,

speech, and art contests, as well as music students who

competed in relevant events. Sports teams that won league or

section championships are invited. Coaches of successful

academic and athletic teams are also honored for competitive

successes as well as good sportsmanship. Finally, since the

district values character, we recognize people who have

demonstrated excellent character traits. For example, we

commended an elementary student who organized a district-

wide cereal collection program to provide economically

disadvantaged students with breakfast when school was not in

session during the summer months.

1.1b(2) Focus on Action

SLs create a focus on action by annually setting goals,

developing action plans, executing the action plans, and

assessing the outcomes. Outcomes are reported to the BOE

and community annually as well. In all of these actions, SLs

involve a variety of stakeholders in the process. Needed

actions are identified most frequently by an analysis of data.

Data include results on state exams and other measures of

student engagement, such as attendance, participation in

school activities, and discipline records. Data from student,

staff, and parent surveys are also used to identify needs. Some

actions are needed in response to new legislation. For

example, the Dignity for All Students Act (DASA) requires

that we take actions to comply with the law, as does new

legislation regarding the Annual Professional Performance

Review (APPR) of teachers and principals. When NYSED

adjusted the standards we are to use, changes had to be made

in the areas of curriculum and instruction. SLs must always

balance the cost to the taxpayers with the programs needed to

prepare our students for college and careers. Fortunately, the

community has historically been very supportive of education.

In recent years, with difficult economic conditions

6


1.0 - Leadership

surrounding us (including significant layoffs by IBM, a major

employer in the district), a plethora of unfunded mandates

from the government and NYSED, and a tax cap, we have

included the community more actively in budget discussions.

We ask them to participate in budget forums at which they

discuss what they feel are the priorities for the district.

Students and employees are also invited to participate. Thus

far, we have been able to be fiscally responsible while still

providing an excellent array of services to our students. Our

taxpayers have shown their support by passing our budget

each May.

1.2 Governance and Societal Responsibilities

1.2a Organizational Governance

1.2a(1) Governance System

The SUFSD is governed by a five-member elected Board,

with all members serving five-year terms. BOE members are

selected based on a citizen vote in May of each year. By

policy, the BOE strategically deploys a governance system

that reviews and achieves fiscal and management

accountability, transparency in operations, and protection of

stakeholder interests (Figure 7.4-4). The BOE is accountable

to the state and federal government for meeting statutory and

regulatory requirements and to the Spackenkill taxpayers for

protecting their interests while delivering a quality education.

Management accountability is achieved via bimonthly BOE

meetings, BOE oversight, and involvement in the SPP. The

BOE receives academic audits on each school each year, as

well as audits of the five key pillars of our SP. The BOE

conducts an annual evaluation of the SOS. All BOE meetings

adhere to the Open Meetings Law. Notice of meetings is sent

to local newspapers and posted on our website. Agendas and

minutes are posted on our website as well. Though the law

does not require it, virtually all meetings include at least one

public comment segment. Citizens are also included in our SP

development, hiring of professional staff, advisory

committees, and community forums.

The BOE ensures fiscal accountability and transparency in

operations through systemic deployment of extensive policies

and processes that provide specifications for budget

preparation, handling of expenditures, and account

management. The annual budget process culminates with BOE

approval of the budget and a citizens’ vote in May.

BOE policy, NYSED, and Governmental Accounting

Standards Board (GASB) mandate that an independent

external audit be conducted annually, with the findings

reported directly to the BOE by the auditors. The audit is also

required to be sent to the NYS comptroller’s office. In

addition, NYSED requires an internal controls audit to be

conducted by an independent auditor on an annual basis.

Internal controls policies and segregation of duties are

reviewed annually by this independent audit firm. A corrective

action plan of any financial audit to address any finding is

required to be approved by the BOE and submitted to

NYSED. The BOE supports proactive management of

finances with processes to ensure accountability in managing

of SUFSD assets and debt. The BOE supports proactive

management of debt service to take advantage of favorable

interest rates and in 2013 refinanced debt to achieve $203,235

in savings over 14 years. To lessen the possibility of

mishandling funds, internal controls mandate that all checks

are reviewed by an internal claims auditor prior to release. All

bank wires require authorization by two separate individuals,

and banking software only allows wires to be sent to pre-

defined recipients.

1.2a(2) Performance Evaluation

The effectiveness of SLs is evaluated and improved through

our evaluation process. All SL evaluations include goal

setting, a mid-year review of progress, a final written

evaluation, and the establishment of goals for the following

school year. A portion of salary is determined through a

merit/recognition clause of the employees’ contracts. The

BOE completes and annual evaluation of the SOS that is based

in part on goal setting that occurred collaboratively between

the SOS and the BOE the previous summer and also on a

rubric designed by the NYSCOSS.

BOE member behavior expectations are clearly delineated

in BOE policy. Policy outlines specific expectations for their

roles and communication with each other, the community, and

the SOS and her staff. BOE members also participate in PD,

most often provided by NYSSBA. These opportunities take

the form of attendance at workshops, online coursework, and

in-district Board retreats.

1.2b Legal and Ethical Behavior

1.2b(1) Legal Behavior, Regulatory Behavior, and

Accreditation

The SUFSD deploys systematic compliance and risk

management approaches to identify, anticipate, minimize, and

analyze regulatory safety, accreditation, and legal

responsibilities and risks.

Active participation in state organizations by BOE members

and SLs heightens understanding of requirement changes and

fosters agility in the district’s response. Involving parents and

students in the SPP helps the district to anticipate public

concerns, as do satisfaction surveys, public comment at BOE

meetings, and an open-door/call/e-mail policy. The district

meets all regulations in NYS and is monitored by NYSED and

the NYS comptroller’s office without any non-compliance

findings.

SUFSD is systematic in limiting risk for students,

employees, and visitors. Participation in the local BOCES

Cooperative Services (COSER) oversees health and safety for

all users of our facilities. Additionally, inspections by the fire

department and the Board of Health ensure safety in our

buildings and in our food service operations. A transportation

contract with Durham exceeds compliance to all federal, state,

and local regulations. SUFSD’s DSC is enhanced by

stakeholder participation of the Town of Poughkeepsie Police

Department, the Arlington Fire District, the Utica National

Insurance Group, and our insurance broker. Employing

systematic building-wide lockdowns, rigorous inspections, and

automated external defibrillator (AED) and cardiopulmonary

resuscitation (CPR) drills, the DSC has created multiple

processes that surpass minimum requirements for emergency

preparedness. We have partnered with the Town of

Poughkeepsie Police Department for more than 11 years to

have a full-time SRO in our district.

1.2b(2) Ethical Behavior

SLs systematically deploy BOE policies, regulations, and

training programs to promote ethical responsibility (Figure

1.2-1).

7


1.0 - Leadership

The SOS, SBM, and compliance officer monitor the

deployment of ethical training. Promotion of ethical behavior

begins with the hiring process. All potential candidates for

hire must pass a criminal background check conducted by

NYS. New employees receive training regarding SUFSD’s

high standards, requirements, and reporting processes. All

employees receive BOE policies regarding ethical behavior

and annually sign an affidavit of receipt. Processes are in place

for all employees to respond to ethical breaches. Ethical

breaches are handled by the appropriate supervisor in

consultation with the district’s legal counsel. Severe breaches

result in termination of employment.

1.2c Societal Responsibilities and Support of Key

Communities

1.2c(1) Societal Well-Being

The SUFSD views caring for society as part of its

responsibility to teach students; this propels us to model

citizenship, be an environmental steward, and support our

community (Figure 1.2-2).

Citizenship is systematically taught to our elementary

students through a program called Positive Behavioral

Interventions and Supports (PBIS). At the middle school and

high school levels, this program is followed by the Olweus

approach. The two programs are mutually supportive

of one another while addressing the developmental

differences of the children at these the elementary

and secondary levels. All buildings, as well as the

district, have recognition programs in place for

students who are “caught being good.”

Our commitment to the environment is made

actionable in the SP, which contains a goal of

operating more efficiently. In 2003, the district was a

forerunner in instituting electronic Board agendas

and paperless Board meetings. Since then, we have

eliminated print copies of district newsletters, many

parent communications, and virtually all employee

communications. In 2011, we partnered with Energy

Education Inc. (now Cenergistic) to reduce our

energy usage. At the September 9, 2013, and the June

17, 2014, BOE meetings, the district was presented

with the Cenergistic Award for Energy Stewardship

to recognize the organization-wide effort to

implement an innovative, behavior-based energy

conservation and management program. During the

17 months prior to September 2013, Spackenkill had

conserved energy equal to 618 metric tons of carbon

dioxide emissions, or the equivalent of removing 115

cars from the road. By June 2013, at 20 months into

the program, the district had saved $181,417, or 22%,

in energy costs. We expanded this work to the

student body just this year, with the institution of

Power Partners at the 3–5 building. The energy

manager launched Power Partners with Junior Girl

Scout Troop 10123 at HES. In November and

December of the 2013 school year, the members

promoted the program in the classroom. This resulted

in $400 in saving and a 4,000-kilowatt reduction in

electricity use.

The district partnered with Ameresco to enter into

an Energy Performance Contract (EPC). An EPC is a

concept authorized by NYS Energy Law Article 9. It

allows school districts to partner with an energy services

company (ESCO) to identify and implement energy savings

measures. All project costs must be paid out of future energy

savings the program will generate, with the savings being

guaranteed by ESCO. The district will be completing

approximately $2.8 million worth of upgrades. The scope of

work to be

performed

is illustrated

in Figure

1.2-2.

Figure 1.2-1 Systemic Processes for Measuring Ethical Responsibility

Process Used Requirements Key Measurement Tool SL & BOE

Role

EMPLOYEES

BOE Policy Define ethical

behavior and identify

whom to contact

# of breaches BOE/SOS

BOE Policy Workplace free of harassment

# of harassment complaints filed

SOS/ Compliance

Officer

Hiring process Inform employees of requirements

% of new employees receiving BOE policies

and school handbook

SLs

Hiring Process Hire employees with clean record

% background checks completed for new

employees / # hired with

felony convictions

SLs

Hiring Process Hire appropriately certified employees

% highly qualified SLs

Satisfaction

Survey

Perception of safe

workplace

% employees citing

SUFSD safe place to work

SLs

State Test

Management

Reliable and valid

student data

submitted to state

# of violations ASICPPS/

Principals

Grievance Process Personnel Manual # of union grievances

filed

STUDENTS

Student handbooks/Code

of Conduct

Communicate BOE ethical standards and

consequences

% of students receiving school handbook

annually

Principals

Suspensions Positive student citizenship

Decreasing #/% per year Principals

Acceptable use

policy

Responsible use of

technology

Decreasing # of students

who had technology

privileges suspended

Principals

PARENTS, STAKEHOLDERS, VENDORS

BOE Induction Pledge ethics of

boardsmanship

% new members citing

pledge

BOE/SOS

Vendor contracts Contracts awarded

following BOE

policies

# contracts found to be

awarded inappropriately

BOE/SOS/

SBM

Figure 1.2-2 Steward of the Environment

ENERGY PERFORMANCE CONTRACT (EPC)

SCOPE OF WORK

Interior and exterior lighting upgrades

Lighting controls/occupancy sensors

Energy Management System (EMS)

Demand control ventilation

Vending misers

Walk-in freezer and cooler controllers

De-stratification fans

Pipe insulations

Steam system upgrade

Domestic hot water system upgrades

Computer power management

Boiler replacement

Building envelope improvement

8


2.0 - Strategic Planning

1.2c(2) Community Support

The SUFSD is committed to community service (Figure 1.2-

3). The BOE members model this by committing to a five-year

voluntary position on the Board. The SOS has served as the

president of the Lower Hudson Council of School

Superintendents (LHCSS) and on the Advisory Board for

Marist College’s graduate programs. She currently serves on

both the Marist Advisory Board for Teacher Education and on

the Executive Committee of the Mid-Hudson School Study

Council. Students tutor younger students, provide babysitting

services for district events, and volunteer at local hospitals and

community agencies. Financial support is another way in

which SUFSD demonstrates giving back to the community.

School organizations such as the National Honor Society

(NHS), the LEO Club (which stands for Leadership,

Experience, Opportunity), and Student Government promote

service through food drives and fundraisers during the course

of the year. Examples include Jump Rope for Heart to support

the American Heart Association, participation in the Cereal

Counts cereal drive each summer to be sure children have

access to breakfast during the months that school is not in

session, and walks for causes like autism or suicide

prevention. Athletic teams participate in fundraisers, such as

Coaches Vs. Cancer. The STA participates annually in

charitable fundraisers and presents scholarships to deserving

students each June.

2.0 Strategic Planning

2.1 Strategic Development

2.1a Strategy Development Process

2.1a(1) Strategic Planning Process

The SOS meets each summer with the AT, which consists of

two district office administrators (SBM and ASICPPS), six

building-level administrators, and four middle-level managers

of departments (DT, DSL, DFO, and CT). At this meeting, we

discuss the SP, which includes our MVV, our strategic

challenges and advantages, our district goals, and our building

goals. We perform a SWOT analysis by evaluating the

relevance of each of these areas in light of recent changes in a

variety of areas, including new legal requirements, a change in

demographics in our community, the fiscal environment,

survey results, and student performance.

Once the AT makes revisions to the SP, the plan is

presented via e-mail to the BOE and the staff and is posted on

the website for community feedback. Additionally, a

presentation is made at a BOE meeting for the Board and the

community. It is also brought to the DC, the district-wide

version of the SBTs, for further review and revision. Once all

changes have been made, the BOE is asked to approve the

plan in a public meeting.

While the district has five-year goals (Figure 2.1-1), the

building goals are set annually by each school’s SBT (Figure

2.1-2). The SBTs include the building principal, teachers,

support staff, parents, community members, and, at the middle

school and the high school, students. SBTs became a

requirement for school districts in 1991, under then-

Commissioner Thomas Sobol’s enactment of legislation called

A New Compact for Learning. Building goals are developed

that support the achievement of the five-year district goals and

are aligned to the pillars of the SP (Figure 2.1-3). Last year,

each building set a goal to develop its own mission statement

that would be aligned with that of the district. This involved a

close reading of our plan and discussion about how the

district’s mission translates into one on a building level. The

school mission statement is posted in each buildings’s lobby

for all students, staff, and visitors to see.

The five-year district goals are reviewed annually for their

continued relevance. Annual scorecard presentations at BOE

meetings help the administration, BOE, and community

monitor our progress toward the district goals (Figures 1.1-2–

1.1-6). Building goals are set and evaluated annually. The

SOS meets quarterly with the principals to discuss to their

progress on achieving the building goals. Each June, the

principals report their progress to the BOE.

The annual review of the SP, including the district goals and

the shorter-term building goals, allows the district to address

the need for agility and operational flexibility. Further, the SP

is broad in scope, also allowing for flexibility.

2.1a(2) Innovation

The district creates an environment for innovation through its

partnership with its staff, community, and local agencies. Staff

and community members are regularly included on

committees and have an equal say in how to address problems

and opportunities. Many times, it is a staff member or a

community member who offers an innovative idea for

Figure 1.2-3 SL Support of Key Communities

Support Purpose SL Involvement

Within Town of Poughkeepsie

Chamber of

commerce

Support events Pay membership fees

Boy Scouts & Girl

Scouts, Youth sports clubs

Make campus

available for use

DFO /Principals

Community

Children’s Theater

Make campus

available for use

DFO/

Principals

Town of Poughkeepsie Library

Participate in and support events

Participate annually in “The Big Read,”

distribute flyers about events

Food pantry Provide support and service

Principals support student fundraiser

SUFSD Scholarship

Fund

Provide financial

support

SL participate in fundraisers,

SL make donations

Marist College Make campus available for use

SOS serves on Advisory Board for Teacher Education

State and National

United Way Provide advice and

financial support

SLs meet with

representatives to assist in educational initiatives

SLs supports teacher

campaign drive

American Heart

Association,

American Red Cross, Blood Center

Provide financial

support

SLs support student

fundraisers

LHCSS Provide leadership SOS served as president

NYSASCD Provide expertise ASICPPS writes articles for

publication

Cenergistic Provide expertise SBM participated in panel

MHSSC Provide leadership SOS serves on executive

board

DEHIC Provide leadership SBM serves on executive board

Baldrige National

Program

Provide expertise SOS served as examiner

9



Figure 2.1-1 Five-Year District Goals, 2012–2017

All goals will be 100% met by June 2017. In the case of the student

performance goals, buildings will provide annual targets toward achieving

the final goal. Our scorecards (Figures 1.1-2–1.1-6) provide the measures for each pillar of the SP.

Student Performance

All students will demonstrate growth annually in reading, language, and math.

All students will achieve or exceed proficiency in all subjects

measured by state assessments. All students will graduate within 4 years of entering the 9th grade.

All students will be offered opportunities to take the most

challenging course of instruction. All students will be offered opportunities to participate in a broad range of

experiences.

Student performance will match the trajectory of performance in those of our comparison schools (Red Hook, Rhinebeck, Pawling, Pleasantville,

Rye Neck, and Pearl River), while narrowing the difference between

our performance and theirs. The district will align rigorous curriculum, delivery of instruction, and

assessment for continuous improvement of student achievement. The district will expand and deliver literacy-based initiatives from K–12

to support student achievement.

The district will use student, staff, school, and system performance data to monitor and improve student achievement.

Community Involvement

The district will increase the percentage of eligible voters who

participate in all school elections.

The district will achieve a sustainable budget, in areas within its power, while seeking higher voter approval margins.

The district will increase the percentage of the community that

responds to the satisfaction survey annually, while also increasing satisfaction.

The district and the individual schools will seek and utilize

stakeholder input to inform, influence, and create policies,

practices, and programs.

The district will continue to seek new methods and opportunities for

increasing parent involvement. The district will collaborate with all families to support student

academic success and healthy development by providing regular opportunities to strengthen their knowledge and skills to do so

effectively.

Operating Efficiencies and Cost Effectiveness

When making all decisions, the district will consider operational

efficiencies and cost savings.

The district will, in consideration of the sizable reductions already seen, continue to seek ways to reduce energy consumption and

promote green schools.

The district will develop and deploy a long-range expenditure plan that incorporates technology, capital expenditures, personnel, and benefits

with emphasis on maximizing efficiencies while maintaining

instructional programs. The plan will be updated annually. The district will develop and deploy a long-range financial plan to ensure

adequate reserves in order to maintain the financial health of the

district. The plan will be updated annually.

Safe, Healthy, and Caring Schools

The district will provide all students and staff with a safe, healthy, and caring environment.

The district will promote an inclusive environment that respects all

students, staff, and families.


All employees will work in an environment that promotes employee well-being, satisfaction, and positive morale.

The district will encourage and support employees to take initiative

in assuming leadership roles. All employees will be provided with high-quality PD opportunities

to promote individual and organizational effectiveness.

Figure 2.1-2 2013–2014 Building Goals

Nassau Elementary School (NES)

Each grade (K, 1, and 2) in each subject (reading, mathematics) will meet

the mean projected growth, as provided by NWEA. Maintain and promote a nurturing and caring environment that is compliant

with DASA and maintains our number of bullying complaints at 1 or

reduces them to 0. Increase overall energy savings percentage from 4% to 6%.

Earn an 80% or better on all areas on the Community Satisfaction Survey.

Maintain all areas of employee satisfaction that were at 80% or above; work to improve the following areas that are under 80% satisfaction: facilities

(35.3% dissatisfied), grade- and building-level morale (28.6%

dissatisfied); intrusions/ interruptions (26.6% dissatisfied), and “given the appropriate training to do my job” (20% dissatisfied).

Hagan Elementary School (HES)

Develop rigorous academic achievement goals in the areas of reading,

language usage, and mathematics for all classroom teachers following our fall administration and review of MAP data.

Students in grades 3, 4, and 5 will meet or exceed the mean projected

growth in reading and mathematics, as provided by NWEA. Improve percentage of Level 3s and 4s on the Grade 3 NYS exams from 38

% in mathematics and 41% in ELA to 50%, respectively; improve

percentage of Level 3s and 4s on the Grade 4 NYS exams from 36 % in mathematics and 35% in ELA to 50%, respectively; improve

percentage of Level 3s and 4s on the Grade 5 NYS exams from 27 % in

mathematics and 37% in ELA to 50%, respectively. Maintain and promote a nurturing and caring environment that is

compliant with DASA, as evidenced by a decrease in bullying reports

from last year’s number of 11. Maintain all areas of employee satisfaction that were at 80% or above and

improve any areas where employee satisfaction was below 80%: intrusions/interruptions (48% dissatisfied) maintenance of district (HES)

facilities (38.4% dissatisfied); grade- and building-level morale (32%

dissatisfied). Increase overall energy savings from 16% to 20%.

Todd Middle School (TMS)

Each grade (6, 7, and 8) will meet the mean projected growth on ELA

MAP and mathematics MAP scores in order to assist in

facilitating a 15% increase from 1s to 2s, from 2s to 3s and from 3s to

4s on the ELA and math state assessments. Advance anti-bullying efforts to improve school culture, as evidenced by a

5% decrease in bullying reports, which were at 22 last year.

Schedule and facilitate staff PD across the district identified focus areas for walkthroughs and observations over the course of the 2013–2014 school

year. The focus areas include Questioning Skills, Use of Assessment in

Instruction, and Common Core Alignment and Practices. Work with the SBT to investigate the interruptions to instruction and

develop an action plan to decrease them.

Work with the school’s leadership team to identify and investigate factors relating to low morale (63.2% dissatisfied last year) across the building.

Generate ideas and action plans to improve morale through staff ownership

and action.

Spackenkill High School (SHS)

Maintain or improve the graduation rate of 91.3% despite the beginning

of the transition to Common Core Regents Examinations at the high school level for the 2013–2014 school year.

Include all stakeholders in developing an understanding of, and making

decisions regarding, the transition to the Common Core Regents Examinations in Algebra and English 2014.

The newly established SHS Olweus Committee will develop a plan to

implement the Olweus program at SHS and provide the resources needed to establish Olweus Committees at TMS and HES.

Provide staff development in the three areas determined to be a focus

for teacher observations and walkthroughs: Assessment, text dependent questions and Common Core Alignment.

Work collaboratively with ASICPPS and curriculum coordinators to

make decisions regarding adapting, adopting and implementing Common Core curriculum in English and math as evidenced by lessons and

assessments.

The SHS SBT will work to identify and investigate factors relating to low morale (86.8% dissatisfied) across the building. The team will

work on generating action plans to empower teachers, staff, students,

and the SHS community relative to the recent educational shifts through collaboration and communication.

10



addressing a situation, and ideas are often put into action.

Strategic opportunities are identified through our review of

data, discussed with AC members, DC, and SBTs. Those that

appear to have the most chance of adding value are

recommended to the BOE. While cost does enter the decision-

making process, it is not usually the deciding factor in the

process. One of our key strategic opportunities is the provision

of PD for our staff. As one of our key processes is teaching,

PD—particularly in this time of great change in state

curriculum and assessment—is one of

the best opportunities to improve

student performance. Another key

strategic opportunity is our work with

Cenergistic, a partnership that helps us

to save money by conserving energy.

The district is also working with

Ameresco to undertake an EPC of

approximately $2.8 million. The project

will provide lighting upgrades, boiler

replacements, and energy management

systems at no cost to the district. The

energy savings gained will offset the

cost of the project. By saving money in

these ways, we can afford to channel

resources to student programs

and staff development.

2.1a(3) Strategy

Considerations

As a public school district, it is

relatively easy to collect data

that help us to identify our

strategic challenges and

strategic advantages (Figure

2.1-4). Information about other

schools’ budget and

performance is available on

state websites, in the media, and

commonly on each district’s

website. DC BOCES publishes a

book each year that shows the

comparative costs of all the

school districts in the county.

Some of our strategic

challenges are state and federal

issues, which means that

information about these are also readily available. For

example, the health of the state’s economy is a strategic

challenge for us right now. Newspapers, government

websites, and school-related associations provide us with

relevant information. Another challenge for us is NYSED’s

new curriculum and assessment requirements. Performance

data are available on the NYSED website, as well as on the

websites of individual districts and in newspapers.

Additionally, since school districts are not-for-profit entities,

they are typically collaborative rather than competitive in

nature and are quite comfortable sharing any information that

is legal to disclose. Sharing takes place at organized meetings,

through list-serves, and via phone calls and e-mails. All this

availability of information means that it is relatively easy for a

school district to know how it compares to others and the

state. Some information, such as Scholastic

Achievement Test (SAT) and AP scores, can be benchmarked

nationally.

Risks to our organization’s sustainability can be ascertained

primarily through an analysis of our own financial data along

with a knowledge of state laws and access to certain state

information, such as the annual Consumer Price Index (CPI)

and increases in pension costs. Generally, school districts do

not “go out of business”; however, the newly enacted state tax

cap has put pressure on school districts to

dip into reserves while cutting staff and

programs. The fact that the tax cap is

essentially unsustainable means that many

New York school districts are at risk of

becoming insolvent and are considering

consolidating. This is a systemic financial

challenge to all school districts.

There are three major data sources that

help us to determine potential blind spots in

our SPP and information (Figure 2.1-5–2.1-

6). Student performance data are one source.

If our students do not compare favorably to

comparative and exemplar districts and/or

the nation, it is a signal that we may have

missed factors in our plan. Survey data are another important

source: Poor results on student, parent, or employee surveys

are telling. Finally, financial data—such as audit reports, fund

Figure 2.1-3 Strategic Pillars

Pillar 1 Student Performance

Pillar 2 Community Involvement

Pillar 3 Workforce Engagement

Pillar 4 Operational Efficiency and Fiscal Responsibility

Pillar 5 Healthy, Safe, and Caring Environment

Figure 2.1-4 Strategic

Advantages and Challenges

Strategic Advantages:

Reputation

Culture of excellence

Community support Engaged workforce

Class size

Educational resources Small schools

Fiscal stability

Strategic Challenges:

Lack of defined processes Reduced workforce

NYS instructional mandates

(APPR, Common Core) NYS finance laws (property tax

cap, fund balance)

Changing socioeconomic environment

Lack of community shared vision

Declining enrollment Maintaining programs

Figure 2.1-6 Information Analysis for Strategic Planning

Key strategic factor for

future success

Data/Information source/collection

methods

Use in SPP

Student and other

stakeholder needs and expectations

Student and community surveys, focus

groups, community forums, state standards

Update on

progress/ SWOT

Educational programs, offerings, and services

NYSED, student and community input, ASCD, ISTE

Teaching and learning

Changes in student and community demographics

BEDS report to NYSED SWOT

Competitive environment School Meter, conferences SWOT

Technological key

innovations or changes

ISTE standards, conferences,

professional literature

SWOT/

Teaching and learning

Human resource needs Staffing comparisons, workforce

satisfaction survey

SWOT/

Budget plan

Opportunities to redirect resources to priority

services

Staffing plan, professional literature Budget plan

Financial risks State and national media, NYSSBA,

NYSCOSS

SWOT

Regulatory and other risks

or shifts

NYSSBA, NYSCOSS, AASA SWOT

Changes in local/ national/global economy

NYSSBA, NSBA, NYSCOSS, AASA SWOT

Long-term organizational

sustainability

SUFSD financial statistics, state

budget, local economy

Goal setting

Organizational continuity

in emergencies

SUFSD Safety Plan and Safety

Committee, professional literature,

conferences

Goal setting

Figure 2.1-5 Strategic

Planning Process (SPP)

11



balance, and reserve accounts—give us indicators of our fiscal

health and are an important way of assessing the SP’s

viability. These same three data sources help us to execute and

revise our SP.

2.1a(4) Work Systems and Core Competencies

Our key work systems are teaching and assessing, though

there are several ancillary work systems that are extremely

important to those processes. These include PD, curriculum

development, resource procurement, student and parent

engagement, and school safety. Some work system decisions

are dictated for the district by either the law or NYSED. For

example, New York’s Safe Schools Against Violence in

Education (SAVE) legislation sets the requirements for safe

schools. Included in these requirements is the mandate that all

districts and buildings have a safety committee that oversees

the development and revision of district and building safety

plans. These committees are also the driving force behind new

safety programs, drills, and procedures that are put into place.

Another example is that NYSED determines what teaching

standards we are to adhere to, what assessments students must

take, and what qualifies as satisfactory for meeting the

requirements of graduation. While teachers, through

curriculum work and choice of instructional strategies, may

modify how something is taught, what is taught is mandated.

We are mandated to follow the CCLS. Curriculum writing and

choice of instructional strategies is generally left to the

teachers under the supervision of the ASICPPS and the

principals. Teachers follow the NYS Teaching Standards and

the Charlotte Danielson Framework for Teaching (2007)

rubric as the standard for good teaching practice. This

framework was agreed upon by the district in collaboration

with the STA. It forms the basis for our PD as well as the

teacher evaluation system. Administrators follow the Interstate

School Leaders Licensure Consortium Teaching Standards

and Multidimensional Principal Performance Rubric (MPPR)

rubric as the standard for good leadership practice. This

framework was agreed upon by the district in collaboration

with the SAA, and it forms the basis for our PD as well as the

principal evaluation system.

Generally, work system decisions over which we have

control are made at the district level by the administrative staff

in collaboration with other appropriate staff. For example,

conversations might be held at an AC meeting, followed up on

by conversations between building principals and appropriate

staff, and then discussed again and decided upon at another

AC meeting. It is also possible for a matter to be initiated at

the building level and then brought to cabinet for further

discussion and district-wide agreement. While buildings have

a large degree of autonomy, it is important that decisions that

may be relevant to another building or have implications for

another building be addressed at a district meeting. At that

time, the idea may be modified, adopted by other buildings,

discarded, or remain a practice at only one building. What is

key is that a decision to do something differently at individual

buildings is made consciously because of data that support the

action.

Our own employees do all of our teaching. Student support

services (such as social workers, psychologists, and guidance

counselors) are also provided by district employees.

Administrators are all district employees. In the case of non-

instructional services, the district aims to have its own

employees provide the services unless it is financially

imprudent to do so or special expertise is required. This is our

preference because we have better control over our own

employees than those of an outside vendor. District employees

staff our entire food service department. District employees

provide our custodial services. Clerical staff are district

employees.

An excellent example of a service that is provided by an

outside vendor because of financial practicality is our

transportation service for our school-wide runs. As a small

district, we do not have the capacity to keep a fleet of buses,

nor would it be financially prudent to do so. The purchase and

maintenance of the necessary vehicles to provide this service

would cost us more than it would through a vendor. The

district maintains a small fleet of mini-buses and vans for the

transportation of private school students. District employees

provide this service. In the instance of the long runs for small

numbers of students, it is fiscally responsible to maintain our

own service, which also enables us to care for special needs

students.

One example of a service provided by outside vendors

because of the expertise required is the use of consultants to

deliver PD. Another example is facilities work. If the required

work were outside the scope of our own employees’ expertise,

we would hire an outside company to complete the work. It is

in this way that the core competencies of our staff and our

suppliers come into play.

We determine future organizational core competencies by

staying current with educational research and trends by

reading journals, networking with other professionals, and

making school visits. Our core competencies changed most

notably within the last 10 years as a result of rapid changes in

educational technology. We expect that these changes will

continue to drive our use of newer and more technology,

thereby requiring us to have more people on staff who have

expertise in this area.

2.1b Strategic Objectives

2.1b(1) Key Strategic Objectives

Our district’s key strategic objectives, identified in our SP as

the “district goals,” are our most important goals and are

developed as part of the SPP. Our goals are aligned to our

pillars and are intended to be accomplished within five years

(Figure 2.1-1).

2.1b(2) Strategic Objective Considerations

A strategic process aligns strategic challenges to our strategic

objectives. Strategic challenges and advantages emerge from

the SP development and review process. District goals are

developed next, followed by building goals. Opportunities for

innovation in programs, offerings, and services are addressed

by building goals and the budget process. Core competencies

emerge as strategic advantages during our SPP. The culture of

continuous improvement and a systems approach are

embedded in our plan. SUFSD balances the needs of all

stakeholders and students by involving our SBTs, DC,

comprised of members of all stakeholder groups, in the

planning and goal-setting process.

12


3.0 - Customer Focus

2.2 Strategy Implementation

2.2a Action Plan Development and Deployment

2.2a(1) Action Plan Development

Action plans at the building level are developed by the

principal in collaboration with the SBT. These action plans

address the building goals, all of which are one-year goals.

District action plans are developed by the SOS, the ASICPPS,

and the SBM in collaboration with the building principals, the

DFO, the DSL, the DT, the CT, the CD, the DC, and the DSC.

These action plans address the five-year district goals. The

building goals are aligned with the district goals. Each

building’s SBT has developed an action plan for each

building’s goal.

2.2a(2) Action Plan Implementation

District action plans are deployed through the work of the

SOS, ASICPPS, and the SBM. Reports are made at BOE

meetings, DC meetings, and DSC meetings. Those reports are

published on the district website. Building action plans are

deployed by the principal and the work of the SBT. Since the

DC, the SBT, and the DSC are comprised of employees,

parents, community members, students, and partners, these

stakeholders play a key role in both the development of and

the deployment of the action plans.

2.2a(3) Resource Allocation

The district ensures that financial and other resources are

available to support the achievement of our action plans

primarily through the annual budget process. The fiscal year

for a school district is from July 1 through June 30. The

budget process begins as early as October, when the SBM and

SOS prepare the roll-over budget and the BOE begins to seek

community feedback via forums and PTA meetings. The SP

drives the priorities for the budget for the upcoming year.

The SBMs in Dutchess County meet on a monthly basis to

discuss issues related to school finance and operations. Such

topics include state aid, budget development process,

cooperative purchasing, and shared services.

The district belongs to a county-wide transportation

cooperative organized through DC BOCES. The cooperative

meets on a monthly basis. The cooperative provides savings to

the district by consolidating transportation for students placed

in private schools with other districts. Other cooperatives the

district participates in to reduce costs are the Dutchess

Educational Health Insurance Consortium (DEHIC) and the

Workers Compensation (WC) Cooperative.

2.2a(4) Workforce Plans

Our basic key workforce plan to support our short- and longer-

term strategic objectives and action plans is to utilize our own

staff’s time, skills, and talents. However, we also recognize

the need for specialized services. Our workforce plan includes

working with our partner, BOCES, for PD. An analysis of the

goals for the one- and five-year periods tells us in what other

areas we may need to utilize the services of a consultant. For

example, last year we enlisted the help of an educational

planner to begin to look at our space needs over the next 20

years and to make recommendations about building usage.

2.2a(5) Performance Measures

The key performance measures we use to track the

achievement of our goals and action plans are those found in

our district scorecards (Figures 1.1-2–1.1-6). The scorecards

are presented to the BOE and public annually. Our district

goals are re-evaluated annually in our SP review. The building

principals monitor building action plans.

2.2a(6) Action Plan Modification

At the building level, modifications to action plans would be

made by the SBT and then deployed to all staff by the building

principal. At the district level, modifications to an action plan

would be drafted by the district office administrator

responsible and then shared with AC for finalization. The

district office administrator would then deploy the changes by

meeting with the appropriate personnel.

2.2b Performance Projections

Setting performance projections, using benchmarks, and

reviewing SUFSD trend data (relative to comparison and

exemplar school districts) to see patterns of performance are

processes the district uses to identify gaps that will be

addressed in the next SP cycle. In September of 2013, the

district purchased a program called School Meter, which

assists administrators with data analysis (Figure 2.1-6). In a

cycle of refinement, we hired a Baldrige consultant this year to

assist us in creating stronger goals and performance measures.

We expect this work to be complete in the summer of 2014.

The district uses gaps in performance against our comparison

schools districts as a motivator to improve. Improvement is

our aim, and the benchmarking data are critical to achieving it.

This is particularly important in NYS because the state tests

and cut scores by which students are measured have changed

significantly several times over the years. By matching our

trajectory of performance with that of comparison and

exemplar school districts, we are able to tell whether district

performance is suffering or whether the test is particularly

challenging. Also, because we consistently outperform state

averages, these are not useful to us in our attempt to improve.

3.0 Customer Focus

3.1 Voice of the Customer

3.1a Listening to Students and Other Customers

3.1a(1) Listening to Current Students and Other

Customers

Figure 3.1-1 summarizes our key listening and learning

methods, while Figure 3.1-2 documents the listening process.

Teachers are on the front line when it comes to students. At

all grade levels, they gather feedback from students on a daily

basis in a variety of ways. As they watch students work, they

can assess each student’s level of engagement, level of

challenge, and level of frustration. Teachers often overhear

comments students make to one another that relate to their

satisfaction with the educational setting. Students will often

talk to their teachers about their concerns, and teachers will

initiate conversations with students who seem troubled. The

building administrators also receive feedback daily from

students as they watch students interact in the halls, as they

handle discipline issues, and as they review student

performance on report cards and assessments. The SOS also

observes students as they work in their classrooms, engage in

extra-curricular activities, and walk through the halls or eat

lunch. Beginning this school year, the district also had

students in grades 6–12 participate in a student engagement

survey. Through these interactions, all segments of the student

population are “heard.”

In addition, the SOS holds meetings with the student leaders

of three of the four buildings (3–5, 6–8, and 9–12) four times a

13



year. The purpose is to seek feedback from the students

regarding their educational experience, with topics adjusted

to fit the age group of the students. Students are asked

whether their feelings represent those of most of their peers.

If students discuss concerns, the SOS shares them with the

building principal and other relevant administrators (if not

present) and follows up with the students at a subsequent

meeting.

A second, very prominent customer group consists of our

taxpayers, many of whom also have students attending

schools in the district. We listen to this very important group

of customers in a variety of ways. Teachers are, again, on

the front line with parents and communicate quite regularly

via meetings, phone calls, e-mails, and written notes. At the

elementary level, classes have parent volunteers who work

with the teachers and children during the course of the week.

Administrators meet with parents in a variety of formats.

Examples include parent coffees, SBT meetings, PTA

meetings, 504 meetings, and Committee on Special Education

(CSE) meetings. They also interact with taxpayers at student

events, such as concerts, plays, and athletic competitions.

Administrators often receive and respond to phone calls and e-

mails as well.

A more formal way of listening occurs through surveys.

Each year we administer a parent satisfaction survey. We are

also in our second year of administering a budget survey to

assist us in developing a budget that the community can

support when the vote is taken in May.

All community members—students, parents, and taxpayers

without students in the district—are encouraged to

communicate at BOE meetings and forums. In the 2012–2013

school year, we began the practice of hosting forums to get

community members actively involved in discussing critical

issues facing the district, most notably, budgetary cuts and

how to best use our buildings as we face declining enrollment.

All customers can also interact with the district via the

website. Students (and parents) at TMS and SHS can report

cases of bullying through web-based programs. The district

website contains e-mail addresses for teachers and

administrators so that community members can contact

anyone easily via that means. Additionally, 100 percent of our

teachers have webpages. Finally, the district maintains a

Facebook page that some people use to offer comments.

Other customers are workplaces and post-secondary

institutions. We do not receive feedback from either of these

sources, though students who return to the district as visitors

and summer workers report that they feel very well prepared

at college.

Follow-up to listening is a key component of the

communication process and can occur in a variety of ways.

Sometimes it is a matter of simply responding to a person or

group of people. Examples include returning a phone call to

discuss findings or reporting back at the next scheduled

meeting of a group. When surveys are administered, the

results are shared with the appropriate stakeholder groups.

Items about which there is most concern are then developed

into goals to be worked on during the ensuing months.

Progress on the

goals is reported on,

and a re-

administration of

the survey the

following year helps

us to assess our

success with

improving the

situation.

3.1a(2) Listening

to Potential

Students and

Other Customers

The district listens

to former students when they come back to the school to visit

or work in the summer. We also instituted a post-graduate

survey to find out how are students are doing after they leave

us. Since school attendance is determined by the location of

the student’s home, we really do not have a lot of access to

potential customers.

Occasionally, parents who are looking to relocate to our

area will call to find out more about the school district, but

most often this is done through their work with realtors, who

often recommend homes in the Spackenkill School District.

The real estate website Zillow frequently highlights properties

in the district by spelling Spackenkill in uppercase letters or

using the phrase “sought-after Spackenkill schools.”

3.1b Determination of Student and Other Customer

Satisfaction and Engagement

3.1b(1) Satisfaction and Engagement

Teachers, support staff, and principals assess student

satisfaction and engagement through their regular interactions

with the students and, at the elementary level, their parents.

The SOS also meets quarterly with designated student leaders

Figure 3.1-1 Key Listening & Learning Methods

Method Stakeholder Frequency Internal Use

of Data

Direct Communication

Focus groups S Q SL, S, E, I

Classroom observations

S O SL, E, I

PTA meetings P M S, E, C, I

BOE meetings P, S, C B C, I, S,

Hiring committees P, S AN SL

Vendor meetings V AN S, E, I

Open houses/ Parent coffees

P A, M S,E,C I

Parent meetings P O S,E,C,I

Community forums P, S, C AN S,E,C,I

Student registrations

P AN S

6th grade athletics

orientation for parents/students

P,S AN S

Print

Letters S, P, C O S,E,C

Surveys S, A, P A S,E,C,I

Higher ed reports S A SL

Assessments S A SL

Technology

Facebook S, P, A, C O S, E, I

E-mails S, P, C O SL, S, E, C, I

Phone calls P, C O SL, S, E, C

Stakeholders: S=Students, P=Parent, C=Community, A=Alumni, V=Vendors Frequency: O=Ongoing, Q=Quarterly, A=Annually, M=Monthly, AN=As Needed: SL=Improve Student Learning, S=Improve Service, E=Improve Efficiency, C=Resolve Complaint or Individual Concern, I=Enhance Innovation

Figure 3.1-2 Listening Process

Step Input (P)

1 Idea or initiative received

Key Process Steps (S)

2 SLs review merits of idea/initiative

3 Process owner identified or team formed

4 Research and gather data

5 SP action plan developed if needed

Output (S)

6 Idea or initiative is integrated into the system

Continuous Improvement Cycle (A)

7 Benchmark for improvement

14



at three of the four buildings.

(The K–2 students are

deemed too young to engage

in such meetings.) Students

are never shy about reporting

what they like and what they

dislike about their school

experience.

Beginning this year,

students in grades 4–12 are

participating in a school

climate survey (published by

the national Olweus bullying

prevention program), and students in grades 6–12 are

participating in a student engagement survey from the

National Center for School Leadership as well. Engagement is

also measured by a variety of other methods, as delineated in

our scorecards (Figures 1.1-2–1.1-6).

Parents and other taxpayers also participate in surveys. One

is a district-developed budget survey that is in its second year

of administration. The other is a parent satisfaction survey. We

changed the

satisfaction

survey

instrument this

year to one

published by

the National

Center for

School

Leadership so

that we could

compare our

results to

similar

districts across

the nation. Additionally, principals sometimes initiate one-

time surveys as the need for feedback arises. An example of

this is a report card survey that was administered to

elementary parents. Responses to all surveys are analyzed and

reported to the BOE in a public meeting. Results are used in

the next year’s goal setting process. Additionally, our

scorecard cites other measures of community engagement

(Figures 1.1-2–1.1-6).

3.1b(2) Satisfaction Relative to Competitors

There are very few ways to determine customer satisfaction

relative to competitors. For the most part, parents choose a

school district when they decide where to live, as school

attendance is determined by residence in a school district. We

have 2.6 percent who do so, as compared with 8.46 percent in

a neighboring district. In fact, the district regularly utilizes the

services of a private investigator to investigate reported cases

of students attending school here illegally. This past year the

district conducted 14 residency hearings and determined that

eight should not have been attending school in our district.

Anecdotal information is received by the district from

current and prospective families and realtors who

receive school district requests from clients. There are no

charter schools in our county that would draw students from

us. We do have private schools that families may choose to

send their children to, but we

cannot be sure whether parents

are selecting Spackenkill Schools

because of their quality or

because attending them is tuition-

free. Traditionally, however, we

have had a relatively low

percentage of students attend

private schools.

As mentioned above, this year

we decided to administer student

climate and engagement surveys

that will allow us to compare

ourselves to other schools in the nation. This is also the first

year that we will have such data from our parent satisfaction

survey.

3.1b(3) Dissatisfaction

Dissatisfaction is determined by complaints received in a

variety of ways. Students may register complaints with

principals in person or with the SOS when she meets with

them each quarter. Students at the middle school can report

complaints via

a bullying link

on the

school’s

website and

through a new

program at the

high school

called “Talk

About It.”

This is a

mechanism by

which students

can register

concerns via

e-mail and/or text messages to appropriate building personnel.

Parents can register complaints to teachers, support staff,

administrators, and the SOS in person, by phone, or via

written communications. Complaints can also be expressed at

BOE meetings. Generally, persons making complaints are

expected to follow an appropriate chain of command by

speaking first to the person closest to the complaint and then,

if dissatisfied, moving up the chain of command. All

complaints are investigated promptly and followed up on.

3.2 Customer Engagement

3.2a Program and Service Offerings and Student and

Other Customer Support

3.2a(1) Program and Service Offerings

NYSED and the Board of Regents determine a large

percentage of our requirements. We are accountable to the

federal IDEA legislation as well as NCLB and RTTT laws.

The primary regulatory agency, however, is the NYS Board

of Regents, which is a nine-member board appointed by the

state legislature to oversee NYSED and led by the

commissioner of education. We are mandated by NYSED and

the Regents to teach the state CCLS. We are also mandated to

assess our students with state- developed exams at state-

determined grade levels. The Regents pass education laws,

Figure 3.1-3 Satisfaction Determination Process

Segment Satisfaction Determination Approaches Use of Data

Students K-2 In person EE, SI, C

Students 3-5 In person EE, SI, C

Students 6-8 In person, survey EE, IE, SI, C

Students 9-12 In person, survey EE, IE, SI, C

Parents E-mail, phone, letter, in person, survey, Facebook

EE, IE, SI, C

Community E-mail, phone, letter, in person, survey, Facebook

EE, IE, SI, C

Alumni In person, survey, Facebook EE,IE,SI,C

EE=Exceed Student and Stakeholder Expectations, IE=Initiate Engagement, SI=System Improvement, C=Used to Obtain Comparative Data

Figure 3.2-1 Student Diversity

BEDS Day Oct. every year

American Indian/ Alaskan Native

Black Hispanic Asian/ Pacific Islander

Caucasian Multi- racial

2003–04 <.5% 10% 6% 10% 74%

2004–05 1% 10% 7% 10% 73%

2005–06 1% 9% 8% 11% 72%

2006–07 <.5% 9% 8% 7% 75% 0%

2007–08 <.5% 9% 9% 10% 71% <.5%

2008–09 1% 10% 8% 10% 71% <.5%

2009–10 <.5% 10% 8% 13% 67% 2%

2010–11 <.5% 11% 10% 13% 64% 1%

2011–12 1% 9% 10% 14% 65% 1%

2012–13 <.5% 9% 11% 14% 63% 2%

15



mandate curriculum standards, and have extensive

state assessment systems in grades 3–12. A high

school diploma is awarded after a student completes

22 credits in prescribed subject areas. Students must

pass a total of five Regents exams to earn a Regents

Diploma and eight exams to earn a Regents Diploma

with Advanced Designation. The Regents also

regulate certification for all teachers, administrators,

teaching assistants, and coaches. Teachers are also

required to be “highly qualified,” in accordance with

NCLB regulations.

Our SPP is a venue for determining program needs

not mandated by federal or state agencies. Our district

goals speak to the importance of offering a breadth of

program offerings so as to meet the needs and interests

of our diverse student population (Figure 3.2-1).

Our district offers a strong music, art, and physical

education curriculum at all grade levels as well as

courses in Foreign Language, Family and Consumer

Science, Computers, and Health. In recognizing that

not all students learn in the same way or in the same

time frame, we have developed programs that service

SWD as well as accelerated learners.

Examples of the programs that service SWDs are

co-taught classes that contain both special education

and general education students, courses that span a

year and a half to cover the same material some

students master in just a year, study skills classes, and

AIS classes.

Examples of programs that meet the needs of

accelerated learners include College Board AP

classes and Project Lead The Way (PLTW) at

SHS; accelerated math, science, and art classes

at TMS; and an enrichment program at HES.

Coursework is not the only way to address

our students’ diversity of abilities and interests.

We also offer extensive opportunities for

students to participate in extra-curricular

activities and athletics (Figure 7.2-7).

Through our annual budget process, we also

receive feedback from students, parents, and

other taxpayers. Our budget survey (Figure 3.2-

2) asks taxpayers to indicate their level of

support for programs. Through our budget

forums and workshops (Figure 3.2-3), the

community gives feedback about what needs to

be eliminated and what needs to be considered

for additions to the programs. Through these

feedback mechanisms, we have learned that

parents often choose our district for their

residence because of our small class sizes and

the variety of opportunities. Our secondary

schools build extra help time into the school

day, during which teachers are required to be

available to students.

3.2a(2) Students and Other Customer

Support

The district enables students and other

customers to seek information and support in a

variety of ways. At the most basic level,

Figure 3.2-3 Budget Forums

Publication of Notice of Budget Hearing, Annual Meeting, and Election Dates for Poughkeepsie Journal – 1

st notice

2nd

notice 3

rd notice

4th notice

Wed Wed Wed Wed

04/02/14 04/16/14 04/30/14 05/14/14

Board Budget Workshops Mon Tues Mon

01/13/14 25/25/14 03/10/14

Budget Presentation Tues 03/25/14

Adoption of Budget Mon 04/07/14

Finalization of Budget Brochure and send to Print Shop

Thurs 04/10/14

Board Candidate Petitions – Available Last day for submission, no later than 4:30 p.m.

Mon Mon

03/24/14 04/21/14

Request Disabled Voters List from Board of Elections

Mon 04/14/14

School Board Candidate – must file 1st Financial

Statement Mon 04/21/14

Selection for order on ballot for School Board Candidate

Tues 04/22/14

Tax Report Card – within 24 hours of budget adoption but not later than

Fri 04/25/14

Absentee Applications Available Mon 04/21/14

Budget Brochure (includes 6 Day Notice) mailed to residents

Tues 04/29/14

Plain Language Budget Binders placed in all schools

Tues 04/29/14

Budget Hearing Tues 05/06/14

Absentee Ballot Application – mailing deadline Tues 05/13/14

School Board Candidate – must file 2nd

Financial Statement

Tues 05/13/14

Annual Meeting – Budget Vote & Trustee Election 7 a.m. to 9 p.m.

Tues 05/20/14

School Board Candidate – must file 3rd Financial

Statement Mon 06/09/14

Figure 3.2-2 Budget Survey Question Excerpts

3. Assuming the district proposes a budget within its tax levy limit, if the vote were held today, would you:

2013/14 2014/15

Strongly favor it 36% 38%

Favor it 30% 32%

Strongly oppose it 2.6% 6.8%

Undecided/Don’t know 26% 18%

7. The district has recently installed additional security cameras, hired a greeter at the high school and completed infrastructure upgrades at all buildings. Do you feel these safety measures are adequate?

Yes 81%

No 19%

8. Should the district consider closing a school building if the result would be to save teaching positions and programs?

Yes. This year we cannot afford further cuts to staff and programs.

45.4%

Not this year, but possibly in years to come.

39.4%

No 15.3%

12. Let’s assume the district proposes a budget within the tax levy limit. If the vote were held today, would you:

2013/14 2014/15

Strongly favor it 29.5% 34%

Favor it 36.5% 37%

Strongly oppose it 4.5% 3.6%

Undecided/Don’t know 23.7% 21%

13. Have you been a regular voter in school board elections and budget votes over the last two years?

2013/14 2014/15

Yes 87% 83%

No 12% 17%

16



students can go to their teachers, support staff (such as social

workers, school psychologists, and, at the secondary level,

guidance counselors), and the administrators. Parents also

have access to these employees. Taxpayers who do not

have children in the school are best served by contacting

personnel at district office for assistance and information;

however, nothing prevents them from contacting teachers

they may know or other personnel as named above.

If the more fundamental attempts to receive support are

not sufficient to remedy the concern, we have two key

means to support students academically, socially, and

emotionally. The first is through the RTI process, which is

a federal requirement for schools (Figure 3.2-4). Each

building has an RTI Committee that meets regularly. The

RTI Committee develops individualized goals for the

students on the agenda. There are three levels of

interventions: tiers 1, 2, and 3. Progress is monitored while

the student receives RTI supports. When the RTI

Committee has recommended all the interventions

allowable and the student does not make adequate progress,

the student may be referred to the CSE to determine

whether the student has an educational disability (Figure

3.2-5). Although RTI is a federal requirement, parents still

have the right to refer their child to the CSE if they suspect

their child has an educational disability.

These processes are deployed throughout the district in a

ASICPPS requests that the RTI team consider additional supports or the student is referred to the CSE.

ASICPPS requests that the RTI team consider additional supports or the student is referred to the CSE.

School psychologist meets with the ASICPPS to discuss a referral to the CSE.

School psychologist meets with the ASICPPS to discuss a referral to the CSE.

If interventions have been exhausted and the student is not responding:

If interventions have been exhausted and the student is not responding:

After the designated time frame, the student is discussed at a follow-up RTI meeting.

After the designated time frame, the student is discussed at a follow-up RTI meeting.

After reviewing the data decision is made on additional monitoring.

If student is responding: no longer reviewed at

RTI meetings

Student progress monitored using AIMSweb Student progress monitored using AIMSweb

Teacher(s) implement RTI recommendations. Teacher(s) implement RTI recommendations.

Additional tier 1 strategies are implemented

The student is recommended for AIS services

RTI Team schedules follow-up meeting dates RTI Team schedules follow-up meeting dates

RTI team determines progress monitoring tools, instructional strategies, and interventions.


RTI team inputs both qualitative (teacher reports) and quantitative information (assessment data) into RTIm.

RTI team inputs both qualitative (teacher reports) and quantitative information (assessment data) into RTIm.

Teacher refers student to the RTI Committee when the student needs additional strategies and interventions. Teacher refers student to the RTI Committee when the student needs additional strategies and interventions.

Teacher documents tier 1 interventions provided Teacher documents tier 1 interventions provided

Figure 3.2-4 Referral Process for RTI Figure 3.2-4 Referral Process for RTI

The CSE convenes and eligibility for classification as a student with a disability is determined.

The CSE convenes and eligibility for classification as a student with a disability is determined.

The school psychologist reviews evaluation with the parent(s) prior to the CSE meeting and provides report copy.

The school psychologist reviews evaluation with the parent(s) prior to the CSE meeting and provides report copy.

When testing is completed to review testing results: When testing is completed to review testing results: Elementary: School psychologist

holds a team meeting with teachers and ASICPPS.

Secondary: School psychologist holds a meeting with ASICPPS.

School psychologist completes assessment using a variety of tools, including information provided by the parent.

School psychologist completes assessment using a variety of tools, including information provided by the parent.

When PPS secretary receives the consent forms, a CSE meeting date is scheduled and a lead teacher is assigned.

When PPS secretary receives the consent forms, a CSE meeting date is scheduled and a lead teacher is assigned.

School psychologist makes copies of consent forms for parents and his/her file and sends the originals to PPS office.

School psychologist makes copies of consent forms for parents and his/her file and sends the originals to PPS office.

The 60-calendar-day timeline begins on the day the parent has signed the consent forms.

The 60-calendar-day timeline begins on the day the parent has signed the consent forms.

If referral came from the RTI team the school psychologist makes an appointment with the parents to complete the “consent to evaluate”

forms.

If referral came from the RTI team the school psychologist makes an appointment with the parents to complete the “consent to evaluate”

forms.

If direct parent referral is received: call the student’s teacher/principal/school psychologist to get information about the

child.

If direct parent referral is received: call the student’s teacher/principal/school psychologist to get information about the

child.

The building administrator and ASICPPS will decide on the next course of action.

The building administrator and ASICPPS will decide on the next course of action.

PPS director either requests that the RTI team consider additional supports or the student is referred to the CSE.

PPS director either requests that the RTI team consider additional supports or the student is referred to the CSE.

If a direct parent referral is received it must be forwarded

to the PPS director immediately.

Administrator may request a meeting with parent & student to offer additional education support

services.

RTI Team schedules follow-up meeting dates RTI Team schedules follow-up meeting dates

If the student is responding: no longer reviewed at RTI meetings

If interventions have been exhausted and the student is not

responding:



Teacher refers student to the RTI Committee Teacher refers student to the RTI Committee

Figure 3.2-5 Referral Process for CSE Figure 3.2-5 Referral Process for CSE

17



variety of ways. First, the processes are available on our

employee Intranet. Second, we provide training on the

processes through PD activities offered in-house and

locally, often through our BOCES. Third, the ASICPPS

meets quarterly with the principals and social workers to

discuss the implementation of RTI in the buildings. She

also meets regularly with PPS staff to ensure that CSE

procedures are followed. In the interim, she monitors the

CSE process via informal communications with the CSE

chairpersons and review of the Individualized Education

Programs (IEPs) that result from the meetings.

Both secondary students and parents are surveyed

annually about their experience with the school/district.

Additionally, students, parents, and other taxpaying

community members are invited to participate in forums

at which they discuss and share their priorities regarding

programs and services. Results from these surveys are

then used to develop improvement goals.

3.2a(3) Students and Other Customer Segmentation

Our customer segments have been relatively stable over

the past 10 years, and we anticipate that they will

continue to be so. While our enrollment is declining, as

it is in many school districts in the state and county, our

demographics have not

changed much. Our ethnic

diversity has increased, as

has our percentage of

students receiving special

education services. The one

difference in our

demographics is the increase

in the percentage of students

receiving free and reduced

price meals. We noticed the

increase several years ago

when the country was near a

recession, and it has

remained mostly stable since

the increase (Figure 3.2-6).

School districts in NYS do not compete for students.

The residence of a family determines the school district

the children attend. School districts do not market their

programs to attract new residents. However, because

property values are, in part, related to the school district,

maintaining an excellent reputation among realtors

keeps families looking for homes in our district.

3.2b Building Relationships with Students and Other

Customers

3.2b(1) Relationship Management

As noted previously, school districts in NYS do not

market to potential students. Spackenkill, in particular,

is not in a position to do so since there is very little land

in the district that could be developed for new

residences. We do, however, retain our share of students

through our strategic advantages: an excellent

reputation, a culture of excellence, community support,

an engaged workforce, small class and school size,

availability of a educational resources, and fiscal

stability.

We increase student engagement via strong athletics

Figure 3.2-6

Free & Reduced Lunch

2001 8.3%

2002 8%

2003 8.1%

2004 7.6%

2005 9.1%

2006 9.4%

2007 10.7%

2008 11.9%

2009 15.4%

2010 15.1%

2011 16.7%

2012 17.7%

2013 17%

Figure 3.2-7 Community Engagement

Instrument Population Results

Target % improvement over (how long)

Comparison Data

Satisfaction Survey

All parents Clear School Mission 79% Frequent Monitoring 75% High Expectations 81% Home-School Relations 73% Instructional Leadership 68% Opportunity to Learn/ Time on Task 73%

Not available

% participation in annual budget vote

All community residents

14.1% Not available

Budget Vote results


70.9% Positive

# of Impartial Hearings Requested

All parents 0 Not available

# of Appeals to Commissioner


# of Lawsuits filed


Committee Memberships


Memberships in Booster Organizations


Membership in PTA

All parents Not available

Participation in Forums


Not available

Hits on/Users of: district website


495,519 Not available

Hits on/Users of: parent portal

All parents 36% Not available

Hits on/Users of: Nutrikids


78% Not available

Hits on/Users of: SM


52% Not available

Hits on/Users of: teacher webpages


46,918 Not available

Hits on/Users of: Facebook


152 Likes Not available

18


4.0 - Measurement, Analysis, and Knowledge

Management

and extra-curricular programs. This keeps students at school

longer during the day and gives them the opportunity to

interact not only with different students, but also with adults

other than those they have as teachers. Another way that we

engage students is by asking them to complete surveys, as

appropriate. Students in grades 6–12 now take a student

engagement survey annually, and students in grades 4–12

take a school climate survey. At the middle school, high

school, and district levels, students also serve on the shared

decision-making committees and provide feedback

regarding the SP and other topics relevant to their school

experience.

We increase taxpayer engagement by providing them with

a variety of forms of involvement (Figure 3.2-7). We host

forums during the course of the year on topics such as the

budget, district vision, and effective use of building space.

Because our district is experiencing a decrease in

enrollment, the community was engaged in conversations

about possible grade-level reconfigurations for better

utilization of space. BOE meetings are held twice each

month and are open to the public. Comments from the

public are encouraged at each meeting. Parent surveys are

administered annually. Additionally, we encourage feedback

via e-mail with subject-related links on our website. For

example, we have a link for input about our facilities, and

each January we activate a link for budget feedback.

Two years ago we started using Facebook as a means of

engaging the community as well. Our followers are

comprised of students, graduates, and taxpayers.

3.2b(2) Complaint Management

Complaints are handled at the level closest to the issue. If

unresolved, they move up the chain of command rather

quickly. Employees are expected to respond to concerns

within 24 hours, even if it is to report that they will look into

the matter. Sometimes, an investigation is necessary and can

take several days to complete. Once an administrator receives

a serious complaint, he/she notifies the SOS, who then

monitors the situation. It is through prompt and sincere

communication and follow-through that we recover our

students’ and taxpayers’ confidence in the district.

4.0 Measurement, Analysis, and Knowledge Management

4.1 Measurement, Analysis, and Improvement of

Organizational Performance

4.1a Performance Measurement

4.1a(1) Performance Measures

In concert with our overall systemic approach to our work, we

use performance measures in a systemic manner in order to

improve all areas of student achievement. Data and

information are used to analyze and improve student learning

and overall organizational performance. These processes

support decision making and encourage innovative thinking

across our system’s daily operations. Information is collected,

aligned, and integrated to ensure decisions are made in support

of the vision and mission of the district with comprehensive

consideration to all aspects of the confluence of information

available. How this is accomplished can be noted in the

district’s scorecard (Figures 1.1-2–1.1-6). The manner in

which data is identified, shared, and used in decision making

can be found in Figure 4.1-1.

Data are collected from digital sources as well as manually.

Our CD designs the process for data capture with the system

applications and the data warehouses. New or refined

measures are integrated into the School Improvement Plan

(SIP) and placed on the DSC agenda in order to monitor

organizational performance review and related key work

processes. Student achievement results on state assessments

are gathered and collected through the Student Information

Repository System (SIRS) level 0–2 and are disbursed into

BOCES Assessment Reporting System (BARS) written by a

Regional Information Center (RIC) for NY assessment data.

This data can only be viewed by teachers and administrators

for their own district’s data. School Meter, also used by the

district, offers the capacity for administrators to compare their

state assessment results with other schools and districts across

the state. Staff enter information regarding student report card

grades and attendance in eSchoolData, a student information

software system. Teachers and administrators can access it in

order to make inquiries and decisions regarding progress, or

lack thereof, on an individual student, class, grade level, or

school. There is a parent portal available. Parents are able to

see attendance reports as well as report cards through this

portal, from which the teachers and administrators have

anytime, anywhere access. With support from the CD, each

school is responsible for analyzing and disseminating results.

Data alignment and integration are facilitated at the district

level on a routine basis by the ASICPPS with information

Figure 4.1-1 Scorecard Data Use

Who Time Frame/Participants/Purpose

BOE Board calendar; annual review of goals, quarterly

progress review

SLs, district office staff, and community members

Ensure alignment of SP, mission, vision, and goals with

district policies and procedures

SOS Monthly

Department and school leaders

Review mission, vision, and goals

while monitoring key performance

areas and strategic objectives

SLs Weekly

SOS, SBM, ASICPPS, Principals, CD, CT

Assess SUFSD’s progress and performance toward

achieving SP as outlined in Figure 2.1-6.

AC Monthly

Review action plan progress as

outlined in SP, monitor and

implement innovation, identify benchmarking opportunities

AT Once monthly and in Leadership Retreat in summer

AC, directors

Communicate, review, and monitor SP

progress as outlined by action plans

Building/

Department

Leadership Teams &

PLCs

Monthly for SBTs

School/department administrators, teacher leaders, curriculum coordinators

Assess operational performance for

department, division, and school leadership by monito

ring action plan progress and academic/support work processes

All Data Teams Annually

School administrators, teacher leaders

Assess annual progress in achieving goals, including

teaching and learning performance data

19



Management

requested from the CD. This is done annually and is reported

out via the annually scheduled report to the BOE. Results

against stated measures are used to assess progress against

goals and to manage and improve day-to-day academic and

support work processes. During the year, there are scheduled

check-ins each quarter when assigned administrators are

expected to report to the SOS on their progress toward stated

goals. ESchoolData is used to collect information about

student attendance, grades, and state testing results. The SBM

collects and maintains staff data, including education level,

work experience, salary and benefits, attendance, and

demographic information in Finance Manager software.

Finance Manager is used to capture and keep records for

payroll and personnel, including seniority, tenure, teacher

identification numbers, health insurance, teacher rating (from

the NYS required evaluation system), accounts payable, and

general ledger. SUFSD collects, analyzes, aligns, and

integrates results from parent, employee, alumni, community,

and student satisfaction surveys collected using National

Center for School Leadership software. PD data are captured

and maintained by the personnel assistant in My Learning Plan

(MLP) software.

Systematic evaluation of our performance measures has led

to multiple cycles of improvement. In 2007, using PDSA, our

two elementary teams identified the need for performance

improvement in English Language Arts (ELA) on the NYS 3–

5 examinations. After careful study with the two principals,

teams of teachers and the ASICPPS, a decision was made to

implement a shift into the balanced literacy approach to the

teaching of reading and writing. The successful use of the

program across all elementary grades caught the attention of

the middle school principal and faculty. After careful

investigation, they began training and implemented the

program in their ELA instruction while introducing the

concept to their social studies and science teachers as well.

State measures for improvement of student achievement were

changed. Although teacher feedback revealed improved

student abilities in math and ELA, no long-term test results

exist to support that feedback.

In 2011, because of the state’s new requirements to capture

teacher evaluation for the purpose of improved practice,

SUFSD adopted an evaluation process (Charlotte Danielson

Framework for Teaching) and used MLP as the software with

which to capture the information in the best way possible. All

administrators engaged in the evaluation process, teacher

leadership, and district office administrators jointly made this

decision. Because of the changing state curriculum

requirements, the AC determined that the teachers needed

training in the new CCLS and curriculum shifts as well as an

opportunity to agree on changes and adjustments needed in

their curriculum. From 2010 through 2013 training from

outside consultants and the director of curriculum (position

has been changed to ASICPPS) resulted in a deeper

understanding of the CCLS. These trainings took place for

grades K–12. RTIm software was adopted in order to capture

the performance levels and progress of all students enrolled in

academic intervention programs in 2008. Following that, in

2010, AIMSweb, a progress-monitoring software, was added.

This software allows students to demonstrate their progress

toward their academic goals through a series of assessments

available for them to take throughout the school year. In 2011

the district purchased a software program named Naviance for

the high school in order to better streamline the college

admission process and capture the data for further study. In

2009, the TMS principal instituted data walls to bring

attention to student and teacher attendance and highlight a

noted difference between quarter grades and common final

exams. This data was used to create awareness of a disparity

between standards upheld during the school year and at the

end of the academic year.

The results (documented in AIMSweb, RTIm, the NYS

testing program, and eSchoolData) are available to all teams in

the district as they review reports on progress. Elementary

teachers, along with their principals and grade-level teams,

designed, implemented, and monitored intervention plans at

the classroom level, based upon analysis of individual student

results. The integration of innovative data walls led to an

interest in curriculum revisions in our elementary program.

4.1a(2) Comparative Data

When a new or enhanced measure is identified, the AC also

uses the measurement process and criteria to identify and

evaluate applicability of potential benchmarking contenders.

In an effort to benchmark organizational progress, SUFSD

utilizes a variety of sources for comparative data and

information (Figures 7.1-1–7.1-30). Sources for comparisons

include, but are not limited to, national, state, county, regional,

and peer districts. In addition, SUFSD identified regional high

performers to benchmark student achievement against; we call

these “exemplar” schools. When we self-select schools with

which to compare, the districts must be achieving in the top

percentile and must have similar demographics. The key

criteria used by the AC to select comparison data and

information are student enrollment size and similar

socioeconomic and demographic factors. This ensures the

effective use of key comparative data and information.

SUFSD statistically describes data in charts and graphs and

reports results against measures in the scorecards.

4.1a(3) Student and Other Customer Data

SUFSD employs multiple approaches to obtain actionable

information and feedback from current, future, and past

students and stakeholders. This information is used to improve

educational programs, offerings, and services. Approaches

include focus groups, SBTs, surveys, and the district website,

which includes a link to the e-mail address and phone number

of the SOS as well as e-mail addresses of BOE members.

There are also feedback boxes and links for budget input,

facilities concerns, and suggestions and complaints regarding

specific topics. Alumni surveys have been done every other

year for the past five years. Our key tools are our stakeholder

satisfaction surveys, which are given to staff and parents.

Student engagement surveys are given for grades 6–12, and

Olweus surveys are administered in grades 4–12.

4.1a(4) Measurement Agility

We do not use solely lagging data; we strive to identify

leading data to inform us. To ensure deployment of this

approach, review of our SP, action plans, and corresponding

data by the DSC on a quarterly basis integrates this review of

dashboard measures and in-process indicators. This review

prompts flexibility and agility. The SUFSD measurement

system undergoes annual review to keep it current and

20



Management

sensitive to

unexpected

organizational and

external changes and

to ensure it is effective

in supporting our fact-

based management

system. In a cycle of

learning, our CD

recently updated our

school scorecards.

Participation by the

CD in national, state,

and local professional

organizations keeps

SUFSD informed

about external changes

that require a change

in our measurement

system. This is an

important way to

remain ahead of

change and be

prepared for what is

expected of us.

4.1b Performance

Analysis and

Review

Organizational

performance reviews

are conducted on a

systematic basis as

outlined in the SPP

(Figure 4.1-2). These

reviews include members of the DSC, BOE, SBT, and faculty

meetings. The use of data is a crucial element of our core

value of continuous improvement. SUFSD integrates the use

of our scorecard as our systematic approach to fact-based

performance analysis and review. The purpose of the reviews

is to assess organizational performance against goals and to

identify the need for improvement or mid-course adjustments

in plans. Prior to performance reviews, analyses are conducted

by the DC, data teams, including the AC and departments, to

develop findings. After the findings are identified, results are

used to provide a fact-driven basis for performance reviews.

Results are also shared internally and externally through BOE

assessment reports, webpages, and e-mail. Annually, as part of

our SPP, we review progress toward our district and building

goals, action plans, and SWOT.

Quarterly each school and department reviews improvement

goal progress using the “study” phase of the PDSA process.

Each PDSA action plan monitors in-process measures to help

determine progress. Each SP action plan includes delineation

of responsibility, tasks, resource needs, and completion dates

to enhance accountability. SP action plan reviews are

integrated in the AC meeting agenda schedule to further

enhance accountability.

At BOE business meetings, monthly treasurer’s reports and

extra classroom treasurer’s reports are reviewed. Annually, the

internal and external audits are reviewed by the BOE. SUFSD

established a DSC to

help review

organizational

performance in the

security and safety

areas. This committee

meets bimonthly to

review trends in

workplace safety, fire,

and lockdown drill

data. Each school has

a building-level safety

team as well. The

SOS, CD, DSC,

faculty, and SBTs

work together to

analyze workforce

satisfaction and

engagement results.

Analysis includes the

use of survey,

flowcharting, and

action planning. The

SOS and AC conduct

comparative analysis

with high-achieving

districts and report to

the BOE annually.

The DFO and SBM

monitor facility

performance daily,

monthly, quarterly,

and annually. They

conduct comparative

analysis reports on energy performance and preventative

maintenance prioritization and also map out work process

flowcharting. Customer satisfaction review occurs on a regular

basis. The AC monitors complaints for trends to help identify

potential improvement and organizational innovation. Data are

collected through surveys of internal and external

stakeholders. AC and BOE members analyze results, and

action planning follows.

The monitoring of individual student achievement occurs

daily through classroom assessments and every five weeks via

progress reports and quarterly report cards. Cohort

achievement data— including results from MAP assessments,

teacher-made assessments, and state tests—are monitored on a

quarterly and/or annual basis. AC, data teams, and SBTs

deploy comparative analysis, trend analysis, and action step

planning at regularly scheduled meetings.

The information technology (IT) department monitors

systems performance on a daily, weekly, monthly, quarterly,

and annual basis. Data are analyzed for trends and levels, and

customer satisfaction results undergo a comparative analysis.

Improvement planning and innovation opportunities are

identified from the analysis. The SOS and the ASICPPS meet

biweekly with the CD and CT to review performance and

address pro-active measures. Quality performance reviews

enable the organization to review progress in a timely fashion

so that we can identify opportunities for innovation and make

Figure 4.1-2 SUFSD Organizational Performance Reviews

Performance

Review Frequency

Purpose Type of

Analysis

Participants

Strategic Plan – A OP, LTG, OS, I CA, CS All

CIRs reviewed by BOE

‐ A

I, LTG, OP, IM, LTG CA, CS, S AT, SL, SBT, CT, BOE

SP Action Plan Updates

– Q

OP, OC, OS, I, IM, STG, C CA,T,GC SBT, SL

Financial – O, A OC, RT CA, T BOE, SL

Safety/Security – O, A,

M

OS, IM, FC, T, S SL, CT, DSC

Workforce – O, A OS, OP, OC, IM FC, S, T, H SL, CT

Curriculum – O, A, Q I, IM P, T, CA, T AC, SBT, BOE, CM, CT

Facilities – O,A OC GC, P SL, CT, DSC

Customer satisfaction –

A, O

OP, OS, IM S, T AC, BOE, SBT, CT

Student achievement –

O, Q, A

IM CA, PA, P, T AC, BOE, SBT, CT

Technology – A, M, D OC, OS, I CA, PA, T, CS AT, CM, SBT, CT

Frequency: O=ongoing, D=daily, M=monthly, Q=quarterly, SA=semiannually, A=annually

Purpose: OP=organizational performance; OC=organizational capabilities; OS=organizational success; I=innovation; IM=improvement; STG=short‐ term goal progress; LTG=long‐ term goal progress; C=ability to address changing organizational needs

Type of analysis: CA=comparative analysis; CS=action step progress check; FC=flowchart; GC=Gantt chart; P=prioritization; H=histogram; PA=predictive analysis; S=survey; T=trends. Participants: SL=senior‐ leaders; CM=community members; SBT=building leadership team; S=students; CT= classroom teacher; AC=administrative cabinet; AT=administrative team; BOE= Board of Education; DSC=district safety committee, ALL=all participants listed

21



Management

mid-course adjustments to respond to changing needs and

achieve goals.

4.1c Performance Improvement

Performance goal setting is integrated in the SPP. SUFSD uses

performance review findings to identify best practices and

review lessons learned so that they can be shared with other

departments and schools. Each school in grades 4–8 receives a

rating from the state in the areas of Achievement, Student

Growth, Closing Performance Gaps, and Postsecondary

Readiness. In grades K–2 the school uses MAP testing, the

Developmental Reading Assessment (DRA), AIMSweb, and

other assessments to monitor progress. In the 9–12 grades,

NYS Regents Exam grades and quarter grades are used. As a

result of the data, principals use faculty meetings to share best

practices. K–5 teachers have common prep time by grade level

at which they may review common unit assessments to

identify best practices. Middle school teachers also have

shared planning time to perform the same function. The

findings from performance reviews are put into operation

through action plans and SIPs designed by the principal of

each school.

4.1c(1) Best Practices

SUFSD uses previous year student performance data to project

upcoming achievement data. Using MAP, DRA, and state

results, teachers, counselors and administrators create

intervention programs for underperforming students using the

RTI process. Cohort student data are tracked in the SIRS to

better manage future achievement predictions. Financial and

facility performance findings help predict future expenditures

and potential cost increases for upcoming years, including

debt service payments, energy consumption, and salary

changes. Comparative analysis is the most commonly used

type of analysis in the organization but scattergrams and

histograms also receive attention during these reviews and

predictions. Figure 4.1-2 outlines further details to the types

of analysis used in performance reviews. Forecast5 Analytics

software was purchased this school year to facilitate financial

analysis.

4.1c(2) Future Performance

4.1c(3) Continuous Improvement and Innovation

To enable effective support for decision making and to ensure

organizational alignment, priorities and opportunities for

improvement (OFIs) are identified through the AC, SBTs,

department/grade-level teams, the curriculum coordinators

meetings with the ASICPPS, and other work groups

bimonthly. This approach informs and guides planning

processes, thereby supporting our innovation forward. Once

innovations and OFIs are defined, resulting action plans are

deployed internally. Common planning times and frequent

faculty meetings are used to work toward the goals set.

Monthly meetings with key suppliers feature performance data

review. For example, the SBM meets regularly with Durham

School Services, our transportation provider, to review student

discipline and route and timeliness safety issues. This

recurring meeting reinforces the practice of reporting incidents

to school principals and continues to develop a working

relationship with the transportation provider. The meeting also

results in setting and monitoring performance targets as well

as the installation of more cameras on our buses for

monitoring behavior.

4.2 Knowledge Management, Information, and

Information Technology

4.2a Organizational Knowledge

4.2a(1) Knowledge Management

SUFSD is committed to integrating systematic processes that

generate value from our intellectual assets. Our talented

workforce has critical knowledge that we must capture to

heighten student learning and organizational efficiency and

effectiveness. This system maximizes how we continually

learn and improve. The district website and eSchoolData, our

student management system (SMS), are the primary

technological tools for managing and transferring knowledge.

SUFSD’s website warehouses district, school, and teacher

information, subject/grade-level program information, and

course information. The SMS allows for access via secure

logins for staff, students, and parents to view attendance and

quarterly grades. A variety of approaches are used to transfer

information to faculty and staff, including e-mail, shared

network drives, professional staff development meetings,

surveys, SM, and the district website. Knowledge is shared

internally via various methods. In the fall of 2010, SUFSD

deployed Google Apps for Education (GAFE) for all staff.

GAFE offers a comprehensive suite of tools that enables

collaborative, shared access to documents and resources, with

the ability to share, edit, and work collaboratively in one

virtual workspace. Staff on school- and district-level teams

can collaborate more efficiently on projects using these web-

based tools, which allow for real-time sharing and editing. In

addition, teaching and learning knowledge management is

done through shared file access and Atlas Curriculum

Mapping, a web-based curriculum management tool, available

anywhere via appropriate passwords.

In other employee categories, teams manage critical

knowledge through shared files, job responsibility folders, and

related collection systems. Faculty and staff use a program

called SchoolDude to report their facilities and IT work

orders. In addition to using the program for the submission of

work orders, the DFO and the DT review the submissions

daily. They meet weekly with their supervisors and monthly

with their supervisors and the principals to review open items,

solutions, follow-up times, and other key issues. IT support

technicians and facilities employees carry mobile devices that

allow anytime, anywhere access to the work order system.

As part of the district’s effort to increase student

opportunities for knowledge transfer, students in grades 3–12

are issued district Gmail accounts. Teachers and students can

access resources and collaborate more efficiently on projects

using web-based tools that allow for real-time access, sharing,

and editing. Stakeholders receive updates from SUFSD

through a variety of access methods, including social media, e-

mail, and the Internet. Due to increasing environmental and

emergency issues, a need was identified by the AC for a rapid

communication and knowledge-sharing tool. After a

systematic evaluation of available applications, in 2008 SM

was deployed, allowing for mass distribution of automated and

timely communication and knowledge sharing.

The AC is primarily responsible for the rapid identification,

sharing, and implementation of researched-based instructional

practices (best practices). During AC meetings, research and

literature reviews occur. Principals follow up by bringing

22



Management

information back to their schools for further examination and

decision making in order to best implement appropriate new or

revised practices to their schools.

During the annual SPP meeting, the team completes an

analysis. To guide this analysis, the AC provides evidence for

the team to review in the form of reports, updates, and

evidence of current levels of performance. The AC holds

primary responsibility over this important step. From the

review process come renewed strategies, goals, and key

measures that guide further work on action plans.

As part of the SPP, a Technology Plan is developed to

ensure the IT infrastructure is aligned to the district goals and

capable of keeping data and information availability and

accessibility mechanisms current with educational service

needs and directions as well as with technological changes in

our operating environment. Leading the development of the

annual and long- term goals, the K–12 District Technology

Committee—whose membership includes key teachers from

each school, as well as a school-level administrator, input

from stakeholder groups, including students and parents, is

solicited.

Each school has a Technology Committee that is

responsible for making recommendations for technology

improvements for instructional and communication purposes.

The IT Department represents participation with school

committees to identify and fund major hardware and software

licensing purchases. Teacher leaders and IT staff attend

regional, state, and national conferences to network as well as

obtain current educational technology information and

research-based practices.

4.2a(2) Organizational Learning

Faculty meetings, shared planning times, and two-hour PD

sessions scheduled after school hours are used as teacher

collaborative time in all schools. This fosters problem solving

between grade-level and subject-area teachers. During these

meetings teachers share best practices to improve instruction

along with increasing understanding of curriculum,

assessment, and intervention strategies. It is a scheduling

priority to attempt, as best as possible, to create opportunities

for teachers to work together to maximize sharing

opportunities. In addition, our three scheduled

Superintendent’s Conference Days focus on opportunities for

teachers to learn together and share tacit knowledge through

data, curriculum teams, task force meetings, and, of course,

PD. Sharing of school and district action plan updates builds

administrative organizational learning. Increasingly we are

exploring how to leverage technology to enhance

organizational learning via GAFE.

4.2b Data, Information, and Information Technology

4.2b(1) Data and Information Properties

A systematic process is used by the IT department to ensure

data accuracy, quality, and confidentiality. The confidentiality

of data is protected through the use of a password login system

that restricts access to approved users. Passwords have a

complexity mask and must be a minimum length of characters.

On an annual basis, security audits review and update system

rights and permission to access data. Figure 4.2 -1 identifies

the many approaches used by the IT department to ensure data

properties.

The CD manages all levels of student data as needed to meet

the needs of the district in driving student achievement and

aligning with strategic goals. During an initial review of

district data sets, the CD identifies inconsistencies and errors.

Data integrity and reliability are ensured via data backups,

which occur nightly and weekly. Full backups of other servers

are conducted during the off-hours of the weekends to

maximize system availability during the week. Data are

initially streamed via a disk-to-disk backup and then streamed

again to additional disks for off-site storage. Our SMS,

eSchoolData, contains all student data. SMS data are housed

and backed up at the RIC. Timeliness of data is ensured by the

use of real-time data systems, including the SMS, which

includes an electronic grade book and a parent and student

portal. Student data—including demographics, attendance,

state testing, and course grades—are uploaded to SIRS

regularly.

To ensure data confidentiality, student, staff, and proprietary

information is housed on internal servers. Parents are provided

with external access to their child’s information using a secure

login protocol and password. SUFSD uses Microsoft

Exchange e-mail software, in conjunction with anti-spam

gateways from Barracuda Networks, to filter in-bound and

out-bound e-mail. Anti-virus and anti-spam heuristics, as well

as custom filtering options, are used to protect the reliability of

data. The network is protected by a firewall that does standard

port filtering as well as provides deep packet inspection

capabilities, Internet content filtering, and intrusion protection.

To fulfill Children’s Internet Protection Act regulations, we

use Lightspeed Systems Total Traffic Control software to

provide granular access to websites, differentiating access to

content for staff and students. Lightspeed Systems also

provides remote filtering of Internet content on laptops issued

to the students as part of the district’s dedication to

maximizing student access to technology and the Internet. The

same filtering is used on all desktops and laptops issued to

students and staff.

The physical security of our network is handled either by a

direct, hard-wired connection or wireless access using Wi-Fi

Protected Access ® 2 (WPA2™) security and Advanced

Encryption Standard (AES) with pre-shared keys installed on

Figure 4.2-1 SUFSD Mechanisms to Ensure Data Properties

Data

Properties

Mechanisms

Data accuracy Data entry standards; quality data analysis;

automated data capture

Data integrity/ reliability

Anti‐ spam and anti‐ virus software; gateways,

heuristics, and e-mail filtering; granular access to websites

via software; data backups; redundant data

Data

timeliness

Real‐ time data systems; on‐ demand reporting

Data security/ confidentiality

Secure login protocol and password; systems security application; encryption firewall intrusion protection; security

audits; monthly data security dashboard reviews

23



Management

client computers. Virtual private network (VPN) access is

secured using AES encryption with pre-shared keys and

password protection as well. Personal devices are allowed

access to the public wireless networks on campus, which does

not allow for Intranet access.

The CT receives electronic reports throughout the day

outlining network activity, thereby allowing timely monitoring

of network security and performance. Server logs and statistics

are reviewed on a monthly basis for the purpose of tracking

and improving the effectiveness of the systems and forecasting

trend data.

4.2b(2) Data and Information Availability

SUFSD makes needed data and information available via a

campus-wide network that includes servers, system

applications, and VPN. The network consists of 1,200 network

computers that communicate to centralized servers via wired

100 megabits per second (Mbps) client connections or secure

wireless connections up to 300 Mbps that feed into a gigabit

fiber connection to the entire campus network. Data are made

available to employees, students, parents, and stakeholder

groups as appropriate. Data are accessible through various

mechanisms, including desktop and laptop personal computers

(PCs), the Internet, and the SUFSD Intranet. All teaching staff

have access anytime, anywhere to the district servers via a

virtual desktop infrastructure.

Information is provided externally to stakeholders and

suppliers via the district website, school websites, electronic

mail communication, and secure web and VPN access (Figure

4.2-2). Access to data is disseminated by role; different roles

are granted access to applications and data appropriate to that

role. Both the district website and e-mail are used to distribute

such information as building and classroom news, as well as to

communicate directly with stakeholders and collaborators. In

addition, parents and students can also access data and

consume information from the school websites, including

teacher webpages. Parents can access student information

through the parent portal of e-SchoolData, the district’s SMS,

which allows for real-time viewing of attendance and

quarterly grades.

4.2b(3) Hardware and Software Properties

Figure 4.2-3 identifies the system approaches to ensure the

reliability, security, and user-friendliness of hardware and

software. To ensure hardware reliability, servers, PCs and

laptops are rotated out of production on a scheduled basis,

reducing the risk of unexpected failure due to age. Annual

cleaning, diagnostics of PC components, and the replacement/

repair of failed equipment ensure effective operation of

hardware. Updates to firmware ensure effective operation and

security of the hardware. Network servers are physically

secured in locked computer rooms with limited staff access.

Staff computers have password-protected screen savers, and

locking can be implemented manually when leaving a

computer unattended. BOE policy prohibits the sharing of

access to network computer accounts. To ensure the user-

friendliness of hardware, demo units are evaluated by the end-

users prior to purchasing. Training and help desk support are

provided by IT staff to ensure that hardware is user-friendly.

Upon receiving a request for new software, the IT

department reviews its compatibility on the network to ensure

reliability. Software is then deployed for further evaluation

using a prescribed review process. If the software meets the

desired requirements, it is then deployed. Software

applications are packaged for deployment to the desktop with

Altiris. Because of this, applications

are implemented on campus

computers with limited technician

involvement. The application

installation can be verified by the end-

user allowing for the re-installation

and reliable use of the application.

The IT department also monitors daily

system logs and reviews server data

and help requests to ensure reliability

of systems and software.

Software patches and upgrades also

ensure security and

reliability of operation. Software security is further addressed

by audits and access controls to most applications, including

e-mail. User guides and online help are accessible. Training on

all new software/system applications ensures user-friendliness.

Recently the IT department began to make short videos

available to the staff. These instructional videos are targeted at

the most commonly occurring technical issues and are

intended to increase user knowledge and reduce work orders.

For the purpose of tracking, assessing, and improving the

management of hardware and software, the IT department

measures end-user satisfaction of help desk support and turn-

around time for hardware/software issues. To refine the

collection of these measures, a new help desk tracking system

was implemented in 2013. This is reviewed monthly as part of

the IT review.

Figure 4.2-2 Data Accessibility

Availability Accessibility

Network Servers Sys Apps VPN Internet Intranet

Employees ● ● ● ● ● ●

Students ● ● ● ● ●

Stakeholders ● ● ● ●

Suppliers ● ●

Figure 4.2-3 Hardware and Software Management

Hardware management Reliability:

Hardware rotation Preventive maintenance Redundant hardware systems

Security: Firmware updates Physically secured computer rooms

User‐ friendliness: Evaluation of demo units Training

Software management Reliability:

Software preview process Patches and upgrades

Security: Access controls including passwords Audits

User‐ friendliness: User involved in design/ review

Online help User guides Training

24


5.0 - Workforce Focus

4.2b(4) Emergency Availability

Data continuity of district IT systems is addressed based on

the type and severity of the disruption. In the event of a partial

hardware failure, parts would be replaced, often with

components we have in inventory. Our most critical data are

stored in multiple secured locations on the campus and off-

site. In the event of a disaster, such as a weather-related or

other catastrophic event that prevented the data center from

being able to function, remote data can be restored by a local

vendor who restores SUFSD data onto its server and makes

the data available remotely. In the event of total facility loss,

this backup data would be restored on newly purchased

hardware.

The failure of a physical server is minimized for SUFSD

production servers because SUFSD has implemented virtual

server technologies. A physical server can host multiple

virtual servers. These servers share a common drive resource,

which allows virtual servers to be quickly migrated from one

physical server to another, resulting in continued access to and

availability of critical data. The storage area network (SAN) is

comprised of 16 disks in a redundant array of independent

disks, level 5 (RAID 5) that allows for a single disk failure

without loss of data. Two hot spare disks are in the chassis as

well, and in the event of a drive failure, the hot spare takes the

place of the failed drive and starts the process of taking the

failed drive's place. The AC has conducted tabletop exercises

as part of emergency preparedness training for data access and

continuity. These tabletop exercises are designed to identify

and solve problems, review operational plans, and evaluate

systems and procedures already in place. 5.0 Workforce Focus

5.1 Workforce Environment

5.1a Workforce Capability and Capacity

5.1a(1) Capability and Capacity

The SUFSD recognizes that building and maintaining a

talented workforce is critical to achieving our mission. Nearly

80 percent of our annual budget is allocated to salaries and

benefits.

An annual review of staffing occurs during our budgeting

process. The budget conversations begin as early as the fall for

a May vote (Figure 3.2-3 ). As one of our strategic challenges

is a declining enrollment, we look closely at our teacher-to-

student ratios each year. Another strategic challenge of ours is

a relatively newly legislated property tax cap. For the past

several years, we have been required to reduce our rollover

budget by approximately $1 million each year. As

personnel costs constitute the majority of our

expenses, this is an area that requires close analysis

each year by the administration and the BOE.

While these conversations have always been held

in open BOE meetings that include ample

opportunities for public comment, the district has

increasingly taken to hosting community forums

and administering community surveys to gather

input about stakeholder priorities. At this time, the

BOE also discusses programs that need to be added

to address revised NYSED requirements and the

changing world. As discussions are held about

programs to cut or add, our mission and our goals

guide the BOE and administration. Discussions are

also guided by information about district initiatives, student

learning needs, class size expectations, and staff retirements.

One of the ways that the district assesses the capability of

our workforce is through an annual evaluation process. While

we have always evaluated certificated and supervisory staff,

two years ago, our legislature enacted a highly regulated

APPR requirement for teachers and principals. This legislation

(Education Law 3012c) requires that teacher and principal

evaluations consist of three components: a rubric from a state-

approved list of options that counts for 60 percent of the

person’s evaluation, a state growth score that counts for 20

percent of the person’s evaluation, and a local growth score

that counts for the remaining 20 percent of the evaluation. In

areas where an employee has a state exam linked to his/her

course, the state provides the growth score for that component

of the evaluation.

PD needs are determined in primarily two ways. One is by

an analysis of certificated and supervisory staff evaluation

results. The other is driven by state and/or district initiatives.

The ASICPPS chairs a PD committee that meets regularly to

assess PD needs and to plan for our three Superintendent’s

Conference Days each year. This committee, as well as

feedback from administrators, also informs needs for after-

school workshops. PD is provided at off-site trainings, by

outside consultants in the buildings, and during the school day,

as well as after the school day. Teachers who participate in PD

outside of the school day are awarded clock hours for their

time, which accumulated, can result in an increase in pay.

Participation in PD activities is approved and monitored

through MLP. This software also enables the district to run

reports that can inform evaluations and future PD needs.

5.1a(2) New Workforce Members

Recruitment of employees begins with the placement of

advertisements in the appropriate local newspaper, internal

postings, and on our website. Because of the reputation of the

district, applicants often come to us as a result of informal

networking and word of mouth. Occasionally, if we have a

particularly difficult or specialized position to fill, the district

will also place an advertisement in The New York Times. All

administrative staff follow our hiring process (Figure 5.1-1).

Building principals are trusted to make the appropriate hiring

recommendation to the SBM or SOS. Two techniques that are

critical to the process of teacher hiring are the interviewing of

candidates by a committee of stakeholders and an observation

of each finalist teaching a lesson to a class. The appointment is

Posting Authorization

Posting Authorization

Position Posted Externally &

Internally

Position Posted Externally &

Internally

Application screening with

job

Application screening with

job

Multistep interviewing

process

Multistep interviewing

process

Background & References

Background & References

Offer Extension Offer Extension BOE Approval BOE Approval

Onboarding & Induction

Onboarding & Induction

Figure 5.1-1 Hiring Process

25



then brought to the BOE for approval. The district ensures that

our workforce represents the diverse ideas, cultures, and

thinking of our community by involving staff and community

members on the interview committee. At the secondary level,

students are also invited to participate on the interview

committee.

Retaining new employees is not generally a problem for the

district (Figure 5.1-2). Employees want to remain in the

district because of competitive salaries and benefits, safe,

clean, and friendly working environments, and the district’s

attention to employee satisfaction. Satisfaction is determined

through dialogue with individual employees, conversations

with union leadership, and, more formally, through the

administration of an annual satisfaction survey.

5.1a(3) Work Accomplishment

The district organizes and manages the workforce and

capitalizes on core competencies by emphasizing a focus on

excellence and by providing the resources necessary for the

employees to achieve excellence. The SP is communicated to

all employees at conference days and via e-mail and can be

found on our website. Each building reinforces the plan

through its school mission and annual building goals.

Through the evaluation process, administrators can cite

areas in which staff are doing well or are in need of

improvement. Probationary teachers receive a minimum of

three observations a year and tenured teachers receive a

minimum of one observation a year. Building administrators,

as well as the DPEHA and the ASICPPS, formally observe

teachers, while the SOS visits classrooms informally.

Conversations with staff about their evaluations focus them on

how they can improve their performance the following year.

Opportunities for relevant PD play a role in improving

performance of individuals and the district.

Our workforce understands that we are all here for students

and, indirectly, their parents and the larger community.

Students are a central focus in three of our five pillars: student

performance, community involvement, and a healthy, safe,

and caring environment. The message that students are

important is reinforced by the SOS meeting with student

leaders in grades 5–12 four times a year and through attention

to results on student and parent surveys. The focus on students

is also conveyed through the district’s recognition of staff

members who go above and beyond their job description for

the good of students. Such recognition is accomplished

through complimentary letters that are kept in personnel files,

a personal note or conversation, recognition in the staff

newsletter, or the bestowal of a puzzle piece by the SOS at a

public meeting. The puzzle piece is a keychain that

symbolizes our belief that we are all a part of the puzzle that

makes the SUFSD a special place.

The focus on student learning is communicated in a variety

of ways. First, we have district and building goals that address

student performance. Second, administrators talk with teachers

about student learning on a regular basis—in pre-observation

conferences, at faculty meetings, in workshops, and in data

meetings. PD addresses student learning and performance.

Finally, 40 percent of teacher and principal evaluations are

based on student performance.

Employees are encouraged to exceed performance

expectations in a variety of ways. All contracts offer

incentives for excellence. These provisions include monetary

incentives for outstanding attendance as well as merit pay

provisions for excellent performance. Teachers who achieve

National Board certification receive a stipend. At retirement, a

teacher who has accumulated a minimum of 150 sick days and

who has received overall ratings of “effective” or “highly

effective” in his/her last three years of service is entitled to a

payment of $5,000. The administrators’ contract pays for all or

part of an administrator’s doctoral program, depending on the

institution they attend. Several employee contracts also

include attendance incentives. Employees are also encouraged

to excel through daily supervision. Supervisors regularly

praise employees for work well done and have conversations

with employees about areas in need of improvement. These

conversations then contribute to the annual evaluation. Finally,

there is the recognition process mentioned previously, through

which employees are recognized for outstanding service to the

district.

5.1a(4) Workforce Change Management

Appropriate and meaningful PD is our key tool for managing

changing workforce needs. Needs have changed most recently

due to the new APPR legislation and by NYSED’s adoption of

the CCLS. The adoption of these new standards has required a

major shift in the materials teachers use and the methods they

use to instruct children.

Staffing needs have changed over time in two ways. First,

because of a decline in enrollment of 9 percent in the past four

years and the tax cap legislation, we have been reducing our

workforce consistently. In May of 2008, for example, the

district employed 318 workers. In May of 2013, that number

was reduced to 306.5 workers, totaling a 3.6 percent reduction

in staff. The nature of our staffing has changed as well.

Within the teaching staff, we have maintained the number of

special education and AIS teachers while decreasing the

number of general education teachers. One way that we have

managed the reduction in teaching staff was by changing our

grade configurations in the elementary schools. Up until

September of 2012, we had two elementary schools that

housed grades K–5. Attendance was based on area of

residence. In 2012, we created one K–2 school and one 3–5

school. This has enabled us to better utilize staff while

balancing class sizes. Changes to the administrative

Figure 5.1-2 Workforce Satisfaction Indicators 2011-

2012 2012-2013

Survey--% that give workplace an “A” or a “B”

85.0% 81.0%

Longevity Certified %10–19 years % more than 20 years Non-certified %10–19 years % more than 20 years

42.0% 9.0% (Both certified and non-certified combined)

53.2% 9.3% 29.2% 9.4%

Attendance Certified Non-certified

96.0% (Both certified and non-certified combined)

96.0% 96.0%

Grievances Certified Non-certified

0 0

0 0

26



configuration have also enabled us to address declining

enrollment and the need for financial savings. In 2010, we

reduced the dean of students at TMS to half time. In 2012, we

reduced the SHS assistant principal position from 12 month to

11 month and made the summer school program part of that

regular job responsibility. In 2013, when the director of

curriculum retired, we combined the director of curriculum

and director of PPS positions into one job, ASICPPS.

On an almost daily basis, the district requires substitute

workers to fill in for absent employees. We maintain a list of

qualified individuals in each area to call upon in the need of

coverage. Each school building has a resident teacher

substitute who is paid at the daily substitute rate for the full

length of the school year. This substitute reports to the

assigned building daily and is the first to be used when a

teacher calls in sick. Beyond that, the district systematically

uses Aesop, an online substitute staffing service, to place

our substitute teachers and teaching assistants.

We minimize the reduction of staff in several ways.

These include retraining/repurposing of remaining staff,

higher class sizes in favor of maintaining a breadth of

programs, and prioritization of tasks. If we were to face a

need for a growth in staffing, we would begin the

recruitment process early so as to attract the best candidates

before they are hired elsewhere.

5.1b Workforce Climate

The BOE has established policies and regulations regarding

workplace safety, security, accessibility, and wellness. The

SUFSD is in compliance with local, state, and federal safety

and accessibility regulations for staff, students, and visitors.

The district contracts with the local BOCES to provide

training for all employee groups. For example, BOCES

presents “Right to Know” and “Bloodborne Pathogens”

trainings for all staff each fall. BOCES also

provides specialized training for custodial staff in

the handling of chemicals and works with our

science teachers to oversee the chemical storage

for their programs. Additionally, BOCES offers

training in DASA, child abuse identification, and

school safety. The nurse coordinator regularly

sends health alerts and notices of food recalls to

all staff in the district when she receives them.

SUFSD has been a leader in the county regarding

school safety. The district has an active DSC comprised of

employees, parents, a school Board member, union

representatives, insurance representatives, and local fire and

police representatives. The committee has developed an

extensive DSP as well as a Crisis Management Plan (CMP)

and holds regular drills and simulations. The DSC audits the

results of these drills and reviews them to identify and correct

issues noted. All accidents and injuries by staff, students, and

visitors are reported, and the DSC examines claims to identify

the success of preventative measures and OFIs. Each school

building also has a building-level safety team, a full-time

registered nurse to serve staff and students in need of medical

attention, and a medical emergency response team. Several

members of each building’s staff receive CPR/AED training.

Surveys of parents and staff identify their measures of

satisfaction with school safety, and the DSC addresses any

issues identified. In a cycle of improvement, enhanced

security systems were installed in all of our buildings. The

system requires visitors to announce themselves to office staff

before being electronically allowed entrance to school

buildings. In both 2013 and 2014, the district was awarded the

titanium-level School Safety Excellence Award by Utica

National Insurance Group.

5.1b(1) Workforce Environment

The SUFSD supports our workforce via a package of benefits

as illustrated in Figure 5.1-3. We benchmark with

other school districts in the county to offer a competitive

benefits package. Employee contracts or terms and conditions

of employment specify salary and benefits for each segment of

the workforce. The Personnel Manual and BOE Policy Book,

both available online, describe other, non-contractual benefits

and working conditions.

5.2 Workforce Engagement

5.2a Workforce Performance

The administration and the BOE identified key indicators of

workforce engagement. These indicators are monitored

annually (Figure 1.1-4). In addition, this is the third year that

we have administered an employee satisfaction survey and

have used the results to develop district and building goals

(Figure 5.1-4).

5.2a(1) Elements of Engagement

SUFSD fosters an organizational culture that is characterized

by open communication, high performance work, and an

engaged workforce. Figure 5.1-5 describes the types of teams

utilized by the district to foster a culture of open

communication, high performance work, and engagement.

Open communication is fostered through collaborative

meetings with employee groups, union leadership, and

building staff. An example of this is the three days during the

school year that students are not in attendance and all

employee groups participate in meetings and PD. An open-

door work environment is present in each building and at

district office.

5.2a(2) Organizational Culture

SUFSD employs a systematic employee evaluation system to

support high performance work expectations. Evaluations are

differentiated for each segment of the employee population;

Figure 5.1-3 Workforce Services, Benefits, and Policies

Services Fitness Center, EAP, Sports Events, Student Events (sports & concerts), Drama Productions, Cafeteria Lunch

All employees

Benefits Health, Dental, Long-term disability insurance, Short-term disability insurance , Life Insurance, Vision

Employees eligible for benefits as identified in employee contracts

Policies BOE Policy Book, Personnel Manual All employees

Figure 5.1-4 Workforce Engagement Measures Survey Excerpts

Key Elements of Workforce

Engagement Sample Question

Overall satisfaction I am proud to be an employee of the Spackenkill School District.

Leadership My supervisor(s) is/are responsive to my concerns.

Communication Administration keeps me well informed.

Work environment Staff feels safe in this district.

Involvement Staff at this school really cares about students.

27



all employees are evaluated annually. For teachers and

administrators, goal setting is part of the evaluation process.

All evaluations have, in some manner, a criterion related to

“demonstrating initiative.”

Collective bargaining defines compensation for our support

staff, teachers, and administrators. Other work groups are

granted increases based on SL recommendations to the BOE.

Recognition is a key component of fostering high work

performance standards. One formal method of recognizing an

employee’s quality work is the opportunity to serve as a

mentor and/or as a curriculum coordinator, for a stipend. E-

mails, notes, and letters are frequently sent to employees who

have done something noteworthy. Other methods of

recognition include celebrating an employee’s contribution at

the June “Successes” Board meeting and, throughout the year,

the presentation at a public meeting of a puzzle piece key

chain by the SOS to an employee who has done exceptional

work in contributing to the teamwork of the district, as

described previously. Employees are also recognized

periodically at BOE meetings and in our monthly employee

newsletter. Recognition also comes from parents many times.

Whenever a parent sends a complimentary e-mail or letter

about an employee, the

correspondence is put into

the employee’s personnel

file.

5.2b Assessment of


Workforce engagement is

assessed via a systematic

process using multiple

approaches that include staff

surveys, individualized goal-

setting meetings, and

walkthroughs by building-

and district-level

administrators. Engagement

is also measured by

personnel data, such as

attendance and retention

(Figure 7.3-3).

5.2b(1) Assessment of

Engagement

The district believes that

workforce engagement is

extremely critical to

achieving our mission and

goals because, as a service

industry, it is the workforce

that will make us or break

us. A workforce audit is

presented to the BOE each

year, and district and

building goals are developed

to address areas in need of

improvement.

5.2c Workforce and

Leader Development

5.2c(1) Learning and

Development System

The SUFSD systematically

identifies learning needs of the staff each year through a

variety of mechanisms. Identifying staff skills and

competencies needed to meet strategic challenges and achieve

goals is also part of our annual SPP. Our learning and PD

address the following factors:

Core Competencies, strategic challenges, and

accomplishment of action plans: Each school and

department develop action plans annually and each teacher

and administrator sets annual goals based on either the

district’s focus for the year or needs identified during the

evaluation process. This is accomplished via in-house staff

development activities, independent learning, and or off-site

conferences and workshops.

Organizational performance improvement/innovation:

goal-setting activities, performance evaluations, and the SP-

defined PD needs. PD activities are kept track of and

monitored via MLP, a web-based program. A recent

improvement to the evaluation process is the use of individual

teacher goals to drive personal improvement.

Ethics and ethical practices: Ethical behavior is a

performance expectation for all employees; this is reinforced

through the hiring and supervision processes. All employees

Figure 5.1-5 Collaboration in Teams

Type of Team Team Members Purpose of Team

SP BOE, admin, district council Review previous year’s plan and identify changes after a SWOT

DC Parents, teachers, support staff, administrators, SOS, community member, students

Discuss items relevant to all buildings, review shared decision-making plan biennially

District Leadership Team

BOE officers, SOS, SBM, president and vice president of teachers union and administrators union, president of support staff union

Engage in open dialogue about issues facing the district

SBT Building-level teams consisting of parents, teachers, principal, support staff, and, at SHS, students

Discuss items relevant to the building

Joint Teacher Administrator Committee

Teachers, administrators Discuss issues related to the teachers’ APPR

DSC Parents, teachers, support staff, administrators, SOS, community members, emergency services, insurance representatives, town board representatives

Discuss district safety and security protocols and make recommendations for improvement of schools safety plans and training opportunities

Building Safety Committees

Principal, teachers, support staff, parents

Discuss building safety issues and make recommendations for improvement

District Health and Wellness Committee

Parents, teachers, support staff, administrators, SOS, community members

Discuss district health and wellness issues and make recommendations for improvement

AC SOS, administrators, middle managers

Discuss issues relevant to the district, advise SOS on such matters

CSE CSE chairperson, teachers, parents

Multidisciplinary team, including parents, determines eligibility of educational disabilities for students who qualify. Formal process for amending IEPs, as well as process for reviewing IEPs annually.

CPSE CPSE chairperson, teachers, parents

Multidisciplinary team, including parents, determines eligibility of educational disabilities for preschool students who qualify. Formal process for amending IEPs, as well as process for reviewing IEPs annually.

RTI Principal, teachers, support staff

Discussion and development of tiered interventions (tiers 1, 2, and 3) for students who are at risk of not meeting the CCLS due to academic concerns, social/emotional concerns, and/or both. Goals are developed and progress is monitored via this committee.

28


6.0 - Operations Focus

have access to our policies online and are asked to sign

acknowledgment of these policies each year. SUFSD is

audited by external auditors for ethical behavior.

Student and customer focus: SUFSD systematically instills

our commitment to students and our other customers through

the interview and orientation process as well as through PD

and ongoing supervision.

Transfer of knowledge: SUFSD recognizes the value of the

knowledge of departing employees. Whenever possible, the

district arranges for an overlap of exiting employees with their

replacements to facilitate the transfer of knowledge and a

smooth transition. Additionally, we have begun to document

the work of each staff member in order to facilitate changes

that need to happen quickly, such as, for example, with the

sudden death of an employee.

Reinforcement of new knowledge and skills: Once

knowledge and skills have been learned, SUFSD utilizes

multiple approaches to

reinforce it. Evaluation forms

are completed after training

sessions. Monitoring of new

learning occurs through

observations, such as walk-

throughs, classroom

observations, and inspections.

The evaluation system

provides yet another

mechanism to address areas

of success and OFIs.

5.2c(2) Effectiveness of

Learning and

Development

The effectiveness of

workforce and leadership

development learning

systems is assessed through

training evaluation feedback

forms and through the

evaluation process. Classroom observations utilize reflective

feedback after administrators visit the classroom.

Administrators use meeting time to evaluate past PD and

identify additional needs. 5.2c(3) Career Progression

Employees at every level of the organizations are informally

monitored for potential for advancement. Food service

workers who perform well often become cooks. Custodians

who perform well advance to head custodian positions.

Monitors have been given opportunities to become clerical

workers. Teaching assistants have had opportunities to

become teachers, if certified to do so. Teachers have

opportunities to become curriculum coordinators or

administrators, if certified. Psychologists have recently been

given the opportunity to chair CSE meetings. Finally, several

administrators have been given opportunities to advance to

higher level positions: a middle school principal became the

high school principal, an assistant principal became a

principal, and a director of PPS became the ASICPPS. All

positions are posted to all staff via e-mail, and anyone

qualified may apply. All positions also require participating in

an interview process.

6.0 Operations Focus

6.1 Work Processes

6.1a Program, Service, and Process Design

SUFSD organizes its work into two large systems with

multiple key processes supporting each one. We have four

academic work processes encompassing all our learning-

centered work processes: curriculum management, instruction

management, assessment management, and student services

management. Our support processes manage the operations of

the school district: financial management, human resources

(HR) management, technology management, facilities and

grounds management, communication management,

transportation management, and school lunch management.

For integrations, owners of the key work processes meet

monthly and report to either the SOS or the SBM.

The PDSA approach is used to systematically add

innovation to our work processes (Figure 6.1-1).

In step 1, SLs identify the need to design a new process or

bring innovation to an existing process. In step 2, inputs and

requirements are used to determine how key work processes

are to be accomplished, how they can be integrated into

existing processes or systems, what organizational knowledge

is to be used, which work process tools are to be used, what

the reporting relationships will be, what the OFIs are, and

what best practices look like. During this stage, SLs gather

input from key stakeholders, as appropriate. During step 3,

work process design improvements are developed and the

opportunity to outsource a key work process is explored. This

determination is made based upon a strategic review using the

following identified criteria: strategic contribution of the key

work process to mission, cost-benefit, risk analysis, and

viability of managing the outsourced service. SUFSD does not

outsource leaning-centered processes because they are critical

to the achievement of the district mission, though we do

partner with institutions of higher learning to provide

additional courses. The district does outsource student

transportation because it is cost effective, efficient, and less

learning focused. In step 4, the final work system design

innovation is implemented. In step 5, SUFSD monitors how

Figure 6.1-1 Work Process Improvement Using PDSA

PDSA Description Example of Use in

Plan (review, purpose, goals, inputs)

Identify need Legislature passed APPR law for teachers and principals

Teachers and administrators met to discuss a plan for implementation

Do (create and deploy plan)

Design requirements Explore technology Develop measures

Teachers and administrators designed the evaluation instruments and the plan for implementation

MLP was selected as the software

Rubric and measures were developed

Board approved plans

Superintendent and principals implemented the plan and evaluated certificated and supervisory staff using appropriate rubric

Study (analyze results)

Conduct design Teachers and administrators identified concerns with plan

Changes made to plan and teacher evaluation form

Act (make improvements)

Pilot/test design Implement Standardize

Changes were deployed following year

Administrators discussed at cabinet meetings to ensure standardization

29



well the work system is performing by regular collection and

review of data. For example, SLs review student performance

data and, if appropriate, develop new action plans. In step 6,

standardization of the innovation occurs.

6.1a(1) Design Concepts

6.1a(2) Program, Service, and Process Requirements

Key requirements for academic and support process areas are

presented in Figure 6.1-2. The method of determining these

key processes is informed substantially by NYSED and

federal regulations, though stakeholders do have some voice in

the processes. Teacher involvement and student and parent

input give voice to customer requirements. Requirements for

the support process areas are determined by reviewing

regulations as well as by gathering input from stakeholders

and staff regarding service and efficiency.

6.1b Process Management

6.1b(1) Process Implementation

SUFSD uses both leading and lagging indicators for our

academic and support processes to monitor how we are doing.

Student learning is enhanced by the four key work processes.

There is strong integration between these processes as they are

linked by four questions that guide our work to meet our

mission:

Curriculum: What do students need to know and be

able to do?

Instruction: How will students learn what they need

to know and be able to do?

Assessment: How will students demonstrate what

they know and can do?

Intervention/Student Services: How will we respond

if students don’t learn or if they already know it?

Teaching and learning processes are our key tools for

implementing and innovating our academic work system in

tandem with our curriculum review and design process. We

begin with the development of curriculum that meets New

York State statutes, NYSED state standards, and BOE and

stakeholder identified requirements. The academic work

system delivers value to students and stakeholders by

maximizing student learning potential that, in turn, delivers on

our mission while meeting and exceeding regulatory

requirements.

While a high-quality curriculum helps students learn, we

know that students learn at different rates and in differing

ways. That is why we have a student services management

area. This process is key to making certain that all students’

learning needs are supported. RTI is our key work process tool

for this. SUFSD uses evidence-based methods to anticipate

and address individual differences in learning, capabilities,

rates, and styles. Our comprehensive system (Figure 3.2-4)

proactively and comprehensively addresses the diverse needs

of students. The pyramid ensures that resources and services

are made available for students needing assistance.

Modifications intensify for students not demonstrating

targeted progress. Classroom teachers, counselors,

administrators, and/or parents identify students. Identified

students then receive additional and more targeted resources

and interventions to address specific learning needs while

increasing frequency and intensity to see results. While

interventions may begin with classroom innovations, they may

be increased to include such things as individualized reading

tutoring. We seek to exhaust interventions before pursuing a

referral to the CSE. Progress is documented through RTIm

and a follow-up meeting after six to eight weeks of

intervention. To foster excellence in student achievement, SLs

and teachers collaborate in a systematic review of student

performance data through ongoing grade-level or subject-level

meetings. Each school presents an academic audit to the BOE

annually. This audit demonstrates student performance over

the past five years and compares the school’s performance to

comparison schools and exemplar schools identified by SLs.

This audit informs the building and district about goals that

need to be set for the upcoming year, as well as staffing needs,

program changes, and PD needs. Because each school is

relatively small, principals are able to work with their teachers

to analyze the performance of individual students as well. The

NWEA MAP assessment provides results within a few days

and allows differentiation to be delivered more quickly to

address specific student needs. Data are also used to regroup

students in AIS as appropriate each quarter.

6.1b(2) Support Processes

SLs determined the district’s support processes based on the

following requirements: to provide value to students and

stakeholders while enhancing financial return, heighten

efficiency, and leverage organizational success and

sustainability. These services, if managed appropriately, allow

the district to funnel more funding to the area of teaching and

learning. Inputs include state statute, NYSED regulations,

federal regulations, local ordinance and codes, county

regulations, and internal policies and regulations. They are

also guided by stakeholder requirements, such as safe schools

and effective communication. Changes to requirements are

made as part of the SPP. SLs and the BOE monitor and review

performance against key requirements.

6.1b(3) Program, Service, and Process Improvement

SUFSD employs PDSA to improve our processes.

Improvement of our work processes is conducted by SLs at

our monthly cabinet meetings as well as at our annual retreat.

Leading measures are monitored by building principals, the

SBM, and middle-level directors. Lagging indicators are

reviewed annually by the DSC. Preventing variability in our

processes is attained via the deployment of a standard

curriculum and well-defined processes. To improve our ability

to accomplish this, we purchased the Atlas Curriculum

Mapping program this year. By employing common key

formative and summative assessments, SUFSD reduces

variability in student learning.

6.2 Operational Effectiveness

6.2a Cost Control

The overall costs of SUFSD are managed by:

Development and management of a detailed staffing

plan to allocate staffing efficiently.

Our support processes tools identified in Figure 6.1-

2 to reduce costs and standardize service.

Cooperative purchasing is used for health insurance, WC,

supplies, and service contracts when available to reduce costs.

Centralized bidding and supplier selection processes reduce

the overall cost of procurement. The district’s web-based work

order system and computerized bus routing software offer

effective turn-around time while maintaining safety and

efficiency for our staff and students.

30



SUFSD views this as cost effective, in that we allocate scarce

resources in the most efficient manner to meet the needs of

customers while controlling the overall cost of operations.

Balancing the need for cost control with students’ needs is

achieved by our budget and staffing plan as well as the

creation of the SP.

Figure 6.1-2 Key Academic & Support Work Processes, Requirements, and Performance Measures

Work

Process

SP

Pillar

Key Process Tools Key Requirements Key Performance Measures Contribution Delivered by Work Process

Key Academic Processes

Curriculum

Management

SP CRDP Meet SUFSD and

NYSED standards;

BOE requirements; increasing rigor

Leading: % of SUFSD curriculum BOE

approved in advance of implementation year;

Lagging: Compliance with NYSED; % of SUFSD curriculum BOE approved in advance of

implementation year; % of SUFSD curriculum

BOE approved by end of implementation year

SLs and teachers design rigorous and relevant

curriculum and assessments to enhance student

learning; ensure accountability to content/learning standards

Instruction

Management

SP PD plan

Performance Evaluation System

Meet NYSED and

SUFSD standards for

days/hours of instruction;

Meet state and district

requirements for teacher evaluation;

Meet NCLB

requirements for highly qualified

teachers

Leading: Hiring of new employees who are

highly qualified

Lagging: % compliance with instruction meeting state requirements; % of teachers

deemed highly qualified via NCLB;

100% evaluations submitted on time.

SLs and teachers deploy instructional methods

that reflect diverse learning needs and best

practices

Assessment Management

SP CRDP

Annual Audit

Valid, fair, equitable testing; academic

proficiency that meets

NCLB and NYSED requirements

Leading: % of students meeting or exceeding RIT target growth on MAP;

Lagging: Meeting AYP by district, schools, and

subgroups; # of NYSED violations for test security/proper administration

SLs and teachers evaluate learning progress and proficiency against standards using

formative/summative assessment methods

Student Services

Management

SP

HSC

Response to

Intervention

Grade Level/

Department

Meetings

Compliance with

regulatory

requirements set by state and federal law

Leading: # of students referred to CSE

Lagging: # of students classified by CSE;

% of classified students receiving a diploma; % of students dismissed from AIS

SLs and teachers evaluate and support student

learning needs; create improved capabilities to

learn

Financial

Management

OEFR Budget Planning

Cycle

Budget and Staffing

Plan

Meet required

calendar deadlines;

Efficient fiscal reporting; Effective

fiscal management;

staffing with contractual guideline

Leading: BOE meeting minutes reflecting

approval of treasurer’s reports:

Lagging: Maintaining 4% fund balance; Maintaining bond rating; NYSED annual

financial reports filed timely

Ensure accountability in use of district finances;

employ budget methods for sustainability of

district

Human

Resource Management

WE

HSC

Performance

Evaluation System

Recruitment and

Retention

PD Plan

Meet regulatory

requirements

Leading: % Positions Filled by Sept. 1;

Lagging: Performance Appraisal Submission; % teachers deemed Highly Qualified;

Employee retention

SLs hire, develop, engage, and retain talented

employees; Administer performance evaluation to all

employees

Technology Management

OEFR Technology Plan Systems availability: Compliance with

Internet Child

Protection Regulation

Leading: Cycle time for work order completion Lagging: Customer satisfaction survey

Enhance student learning; manage IT infrastructure to support decision making

efficiency and learning

Facilities and Grounds

Management

OEFR HSC

5-Year Capital Plan;

Emergency

Response Plan

Meet federal, state, and local requirements

for work place safety

and security; operational efficiency

and fiscal

responsibility

Leading: Cycle time for work order completion; Energy cost avoidance and savings.

Lagging: Facility use by community, # of fire

inspection violations, emergency drills data

Manage safe and healthy plant operations

Communication

Management

CI Communication

Plan

Meet federal and state

requirements; clear

and timely information

Leading: # of uses of SM; # of hits on website; #

of friends on Facebook

Lagging: community reliance on district sources of information (Figure 7.?)

Ensure accessibility of information and

transparency; Engage stakeholders and obtain

input

Transportation

Management

OEFR

HSC

Contract with key

vendor

Meet federal and state

regulatory

requirements

Leading: transportation timelines

Lagging: number of transportation accidents

Provide safe and efficient transportation

School Lunch

Management

OEFR Food Service Menu

Plan

Meet federal, state,

and local regulatory

requirements

Leading: food service participation

Lagging: food service profitability (Figure 7.1-

40)

Provide nutritious and cost-effective meals

SP= Student Performance, CI=Community Involvement, WE=Workforce Engagement, OEFR=Operational Efficiency and Fiscal Responsibility, HSC=Healthy, Safe,

& Caring Environment

31



6.2b Supply Chain Management

Supply chain is managed by the identification of key

requirements that are placed in contract of our key suppliers.

These are evident in our user requirements. For example, on-

time delivery and departure of students is a supply chain

requirement placed in the contract of our transportation

contractor. We set a goal for this and monitor performance on

this measure in monthly transportation meetings. Our

transportation contract also provides that if the district is not

satisfied with the performance of a particular bus driver, that

individual can be removed from SUFSD without a reason

given. We also use the qualification-based selection matrix

process to select strategic partners for specific projects. This

includes an assessment of financial strength, customer

references, experience with NYS school districts, and industry

reputation. The district works to ensure that we partner with

firms that are financially stable and can complete the work

timely and as outlined in a competitive bid or contract in

accordance with BOE purchasing policies. Feedback is

provided though performance review project meetings, with

improvement plans developed as necessary. Contractors

failing to meet performance contracts will have their contracts

terminated.

6.2c Safety and Emergency Preparedness

6.2c(1) Safety

SUFSD is viewed as a leader in emergency management, with

safety integrated in our SP. The district has partnered with the

Town of Poughkeepsie Police Department for more than 11

years to have a full-time

SRO in our district. The

district has a DSC consisting

of parents, fire officials, the

SRO, insurance

representatives, union

officials, nurses, social

workers, and administrators.

The DSC brings information

to and from the building-

level committees. The DSC

specifies procedures to

implement in the event of a

natural or man-made disaster

and threats or acts of

violence against students,

the workforce, or district

property. In a cycle of

learning, emphasis has been

placed on prevention and

inspections for district safety

(Figure 6.2-1). All of these

items are addressed at DSC

meetings, and if an item is

not satisfactorily completed,

the root cause is identified

and corrected immediately

6.2c(2) Emergency

Preparedness

Emergencies in school must

be addressed in an

expeditious and effective

manner. Schools are at risk of acts of violence, as well as

natural or man-made disasters. To address these threats, the

State of New York has enacted the SAVE legislation. Project

SAVE is a comprehensive planning effort that addresses

prevention, response, and recovery with respect to a variety of

emergencies in schools. Our DSC is dedicated to crisis

prevention and emergency preparedness. Each school

developed a building-level Emergency Response Plan (ERP)

in order to prevent or minimize the effects of serious violent

incidents and emergencies and to facilitate the execution of the

building-level plan with local and county resources in the

event of such incidents or emergencies.

The SRO performs both tabletop drills and mock lockdowns

with each building several times throughout the year with the

assistance of local and state law enforcement and fire officials.

Risk analyses are conducted to secure the district grounds and

facilities against intrusion. Evacuations and lockdowns are

conducted with all employees to ensure effective training in

exiting the building to a safe zone and identify opportunities to

improve emergency preparedness. In the event of an

emergency, the ERP is executed by the incident commander.

After the emergency has been mitigated, the building-level

School Safety Team is reconvened to discuss OFIs.

The SRO attends each monthly safety meeting at each

building. The SRO and SBM are members of the Dutchess

County School Safety Advisory Committee, which consists of

representatives from law enforcement and school districts

throughout Dutchess and Ulster counties.

Figure 6.2-1 Safety Prevention/Inspection/Root-Cause Analysis

Activity Frequency

Feedback Method

Responsible W

O IP E P

Staff Safety Training Annually * * * DFO

Indoor/Outdoor Safety Checklist Daily * * Head Custodian

Preventative Maintenance Quarterly * * Maintenance Personnel,

Custodians

Auditorium Safety Checklists Monthly * * DFO, Head Custodian

Traffic Management/Bus Safety Monthly * DT

Safety Walks Weekly * DFO

Ergonomic Assessments Weekly DFO

Reporting Hazards Daily * * * All Staff

Reporting Indoor Environmental Quality Concerns

Immediately * * * All Staff

Incident, Accident & W/C Review Alternate

Months * * * DSC

Fire Inspection – every 11 months Annually * DFO

Boiler Inspection Annually * DFO

Fuel Tank Inspection Annually * DFO

Work Order Review Monthly * DFO, Principal, Head

Custodian

Right to Know Training Annually * DFO

Annual Visual Inspection Annually * DFO

Elevator Inspection Semi-

annually * DFO

Fire Alarm Inspection Annually * DFO

BOE Building Walk-through Annually * SOS

Asbestos Hazard Emergency Response Act

Annually * DFO

Playground Inspection Semi-

annually * DFO

Bus Driver Medical Clearance Annually * DT

Feedback Method Key: WO = work order, IP = in person, E = e-mail, P = phone

32


7.0 - Results

6.2d Innovation Management

SUFSD uses the PDSA process described in

section 6.1a to design and create innovations in our

work processes. Innovation of Academic Work

Processes is integrated in the Teaching & Learning

Strategy area of the SPP. SP action plans create

innovations in our curriculum, instruction, and

assessment work process areas. Internally, our

Curriculum Renewal and Design Process (CRDP)

is the primary work process tool used to bring

innovation to our curriculum, instruction, and

assessment. With each SP and each curriculum

renewal, we prioritize and then commit to leverage

new initiatives designed to improve student

learning. We manage innovation by the prioritized

decisions our AT make as to what action plans are

included in our SP. In our summer AC SP session,

we weigh risk and cost/benefit.

SP action plans and identified work process

tools proactively and systematically bring

innovation to the support work process areas.

SUFSD utilizes PDSA throughout our organization

to design and add innovation to work processes to

meet key requirements. In the planning phase and

with agility in mind, SUFSD utilizes research, best

practices, efficiency and productivity data, cycle-

time analysis, and piloting of programs to innovate

work processes. One example of this is the

establishment of a summer credit recovery

program for students in grades 7–12. This was

piloted in the summer of 2012 and has since

become a regular offering (Figure 7.1-34). It has

also helped us share organizational knowledge as

we now place all work on our computer system via

such tools as BoardDocs, MLP, Atlas, and our

computerized work order system. This systematic

process of work process design and innovation is

rare in education, and SUFSD has been asked by

many national organizations to share our

processes.

We fund our priorities by holding our SPP prior

to our budget cycle so we can make certain we can

fund the new initiatives that come forth. SLs

prioritize and make decisions to support

implementation of our SP in the name of meeting

our mission.

7.0 Results

7.1 Student Learning and Process Results

7.1a Student Learning and Student-Focused

Process Results

SUFSD measures college- and career-readiness by

analyzing the graduation rate. With a 97.6 percent

graduation rate, SUFSD far exceeds the state rates

(Figures 7.1-1–7.1-2). Our SWD and

economically disadvantaged subgroups compare

favorably as well (Figures 7.1-3–7.1-6). Of those

students who graduated, 97 percent earned a

Regents Diploma. Of that 97 percent, 56 percent of

the students earned a Regents Diploma with

Advanced Designation and 29 percent earned a

2006/2010 2007/2011 2008/2012

NYS 73.4% 74.0% 74.0%

Spackenkill HS 89.5% 91.5% 97.6%

Millbrook HS 97.0% 92.9% 95.0%

Pawling HS 94.0% 94.2% 87.9%

Red Hook HS 86.0% 88.5% 91.4%

Rhinebeck HS 92.0% 92.6% 91.2%

70.0%

75.0%

80.0%

85.0%

90.0%

95.0%

100.0%

Perc

en

tag

e o

f stu

de

nts

gra

du

ati

ng

in

4 y

ears

Figure 7.1-1 Graduation Rate Cohort/School Year - Comparison Schools

2006/2010 2007/2011 2008/2012

NYS 73.4% 74.0% 74.0%


Pearl River HS 98.0% 96.8% 98.1%

Pleasantville HS 98.0% 97.9% 96.5%

Rye Neck Sr HS 93.0% 93.9% 96.0%

70.0%

75.0%

80.0%

85.0%

90.0%

95.0%

100.0%

Perc

en

tag

e o

f stu

de

nts

gra

du

ati

ng

in

4

years

Figure 7.1-2 Graduation Rate Cohort/School Year - Exemplar Schools

2006/2010 2007/2011 2008/2012

NYS 44.0% 44.6% 44.7%

Spackenkill HS 75.0% 68.4% 100.0%

Millbrook HS 100.0% 71.4% 88.9%

Pawling HS 100.0% 100.0% 78.6%

Red Hook HS 56.0% 65.0% 64.3%

Rhinebeck HS 81.8% 63.6%

0.0%

10.0%

20.0%

30.0%

40.0%

50.0%

60.0%

70.0%

80.0%

90.0%

100.0%

Perc

en

tag

e o

f stu

de

nts

gra

du

ati

ng

in

4 y

ears

Figure 7.1-3 SWD Grad Rate Cohort/School Year - Comparison Schools

33


7.0 - Results

Regents Diploma with Advanced Designation with

Honors.

Another key measure of college-career readiness

is our percentage of students attending a 2- to 4-

year college. (Figures 7.1-7–7.1-10 ). In June 2013,

100 percent of our graduates, including SWDs,

attended college, up from 91 percent in 2012. Of

these, 33 percent attended a very selective college

and 22 percent attended a somewhat selective

college (selectivity is based on College Board

ratings). We are proud of our accomplishment, as a

post-secondary education raises the expected

standard of living throughout our students’

lifetimes. SHS has also been included in the

2006/2010 2007/2011 2008/2012

NYS 44.0% 44.6% 44.7%

Spackenkill HS 75.0% 68.4% 100.0%

Pearl River HS 100.0% 92.6% 92.0%


Rye Neck Sr HS 75.0% 100.0% 100.0%

0.0%

10.0%

20.0%

30.0%

40.0%

50.0%

60.0%

70.0%

80.0%

90.0%

100.0%

Pe

rce

nta

ge

of

stu

de

nts

gra

du

ati

ng

in

4 y

ea

rs

Figure 7.1-4 SWD Grad Rate Cohort/School Year - Exemplar Schools

2006/2010 2007/2011 2008/2012

NYS 44.0% 44.6% 44.7%

Spackenkill HS 75.0% 68.4% 100.0%

Pearl River HS 100.0% 92.6% 92.0%


Rye Neck Sr HS 75.0% 100.0% 100.0%

0.0%10.0%20.0%30.0%40.0%50.0%60.0%70.0%80.0%90.0%

100.0%

Perc

en

tag

e o

f stu

de

nts

gra

du

ati

ng

in

4

years

Figure 7.1-4 SWD Grad Rate Cohort/School Year - Exemplar

Schools

2006/2010 2007/2011 2008/2012

NYS 64.0% 64.2% 63.3%


Millbrook HS 86.0% 83.3% 81.8%

Pawling HS 73.0% 90.0% 57.1%

Red Hook HS 44.0% 85.7% 81.8%

Rhinebeck HS 100.0% 75.0% 77.8%

0.0%10.0%20.0%30.0%40.0%50.0%60.0%70.0%80.0%90.0%

100.0%

Perc

en

tag

e o

f stu

de

nts

gra

du

ati

ng

in

4

years

Figure 7.1-5 Ec Disadvantaged Grad Rate Cohort/School Year - Comparison Schools

2006/2010 2007/2011 2008/2012

NYS 64.0% 64.2% 63.3%


Pearl River HS 100.0% 75.0% 72.5%

Pleasantville HS 100.0% 85.7%

Rye Neck Sr HS 40.0% 90.9% 90.0%

0.0%

10.0%

20.0%

30.0%

40.0%

50.0%

60.0%

70.0%

80.0%

90.0%

100.0%

Perc

en

tag

e o

f stu

de

nts

gra

du

ati

ng

in

4 y

ears

Figure 7.1-6 Ec Disadvantaged Grad Rate Cohort/School Year - Exemplar Schools

2010 2011 2012

NYS 33.0% 32.0% 32.0%


Millbrook HS 51.0% 46.0% 43.0%

Pawling HS 36.0% 28.0% 27.0%

Red Hook HS 35.0% 28.0% 35.0%

Rhinebeck HS 34.0% 29.0% 34.0%

20.0%

25.0%

30.0%

35.0%

40.0%

45.0%

50.0%

55.0%

60.0%

Perc

en

tag

e o

f stu

de

nts

Figure 7.1-7 Students Attending a 2-Yr College - Comparison Schools

2010 2011 2012

NYS 33.0% 32.0% 32.0%


Pearl River HS 28.0% 23.0% 26.0%


Rye Neck Sr HS 22.0% 13.0% 15.0%

0.0%

5.0%

10.0%

15.0%

20.0%

25.0%

30.0%

35.0%

40.0%

45.0%

50.0%P

erc

en

tag

e o

f stu

de

nts

Figure 7.1-8 Students Attending a 2-Yr College - Exemplar Schools

34


7.0 - Results

Washington Post’s Top High School list for the past four years

and on Newsweek’s equivalent list for the past five years. SHS

also made US News and World Report’s top high school list in

2012. Inclusion on these lists is determined, in part, by the

number of AP courses the school offers (Figure 7.1-11). For a

small high school of fewer than 600 students, this is truly an

accomplishment. More significant, however, is our students’

performance on these exams (Figure 7.1-12). Yet another

measure of college- and career-readiness is our student

performance on the SAT (Figures 7.1-13–7.1-15). In fall

2004, we partnered with the Princeton Review to institute an

Figure 7.1-11 AP Courses Offered

AP Biology

AP Calculus AB

AP Calculus BC

AP Chemistry

AP Computer Science A

AP European History

AP French Language And Culture

AP Language And Composition

AP Literature And Composition

AP Physics C (covers both Mechanics and Electricity & Magnetism exams)

AP Spanish Language And Culture

AP Studio Art

AP United States History

2010 2011 2012

NYS 47.0% 46.0% 47.0%


Millbrook HS 41.0% 42.0% 48.0%

Pawling HS 56.0% 65.0% 53.0%

Red Hook HS 52.0% 56.0% 59.0%

Rhinebeck HS 59.0% 62.0% 58.0%

30.0%

35.0%

40.0%

45.0%

50.0%

55.0%

60.0%

65.0%

70.0%

Perc

en

tag

e o

f stu

de

nts

Figure 7.1-9 Students Attending a 4-Yr College - Comparison Schools

2010 2011 2012

NYS 47.0% 46.0% 47.0%


Pearl River HS 68.0% 69.0% 70.0%

PleasantvilleHS

88.0% 80.0% 86.0%

Rye Neck SrHS

77.0% 84.0% 84.0%

40.0%

45.0%

50.0%

55.0%

60.0%

65.0%

70.0%

75.0%

80.0%

85.0%

90.0%

Perc

en

tag

e o

f stu

de

nts

Figure 7.1-10 Students Attending a 4-Yr College - Exemplar Schools

2009 2010 2011 2012 2013

Spackenkill 69.0% 70.0% 81.0% 75.0% 84.0%

NY State 65.0% 64.0% 64.0% 66.0% 66.0%

National 58.0% 58.0% 58.0% 59.0% 59.0%

50.0%

60.0%

70.0%

80.0%

90.0%

100.0%

Mean S

core

Figure 7.1-12 Advanced Placement Exam Pass Rate

2011 2012 2013

SHS 531 538 525

NYS 485 483 485

National 497 496 496

450

500

550

600

Mean S

core

Figure 7.1-13 Comparison of Mean SAT Critical

Reading Score - Class of 2013

2011 2012 2013

SHS 548 572 561

NYS 499 500 501


450

500

550

600

Mean

Sco

re

Figure 7.1-14 Comparison of Mean SAT Mathematics Scores - Class of 2013

35


7.0 - Results

SAT preparation program as an elective during the school day.

We chose to do this to give all of our students, even those who

could not afford to participate in a program on their own, the

opportunity to be better prepared for college. Our teachers are

trained and certified by Princeton Review, and the company’s

materials are used for instruction. Students take a sample SAT

three times during this half-year course to track performance.

Scores typically increase by approximately 300 points from

the first administration of the test to the last (Figure 7.1-16).

In fall 2012, SUFSD began using the NWEA MAP, a

nationally normed test, in grades K–10 for assessment of

students in math and reading. Students are assessed in the fall

and spring in grades 6–8 and in fall, winter, and spring in

grades K–5. Using the MAP assessment we can measure

individual student growth, customize instruction, predict

student performance on state assessments, and evaluate

program effectiveness (Figures 7.1-17–7.1-18 ). MAP

performance also figures significantly in our provision of AIS

services and in our RTI process.

NYS annually administers exams in grades 3–8 in the areas

of ELA and math as well as NYS Regents Exams at the high

school level. For the past several years, however, it has been

difficult for the district to utilize longitudinal data on these

assessments because the state has changed the cuts scores that

determine performance level and, most recently (in the spring

of 2013), changed the content of the tests to align with the

CCLS adopted by NYS. This is one of the reasons that we

began using the MAP assessment. It is also the driving force

for our identification of comparison schools (those similar to

us in our county) and exemplar schools (those we aspire to be

like) so that we can see how our trajectory of performance

compares with theirs. Our area of greatest weakness is grade

4, but even at that grade level we perform equal to or better

than the state (Figures 7.1-19–7.1-30). To address the 4th

grade performance, the district implemented a new math

program, GO Math!, and increased PD in ELA for the 2013–

2014 school year.

2011 2012 2013

SHS 545 551 534

NYS 476 475 477


450

500

550

600

Mean

Sco

re

Figure 7.1-15 Comparison of Mean SAT Writing Scores - Class of 2013

324 292 374

0

200

400

Fall 2012 Spring 2013 Fall 2013To

tal

Po

ints

G

row

th

Figure 7.1-16 SAT Growth in Prep Class

Grade 4 Grade 8

Spackenkill-2013 209 221

National-2012 205 220

195

200

205

210

215

220

225

Mean

RIT

Figure 7.1-17 2013 End-of-Year MAP - Language

Grade 4 Grade 8

Spackenkill-2013 216 237

National-2012 210 232

190

200

210

220

230

240

Mean

RIT

Figure 7.1-18 End-of-Year MAP - Math

2011 2012 2013

NYS 56.7% 59.4% 30.3%

Spackenkill 66.3% 70.3% 34.6%

Millbrook 59.4% 71.8% 34.4%

Pawling 56.6% 62.9% 42.3%

Red Hook 73.3% 82.0% 44.5%

Rhinebeck 70.5% 64.2% 34.1%

0.0%

10.0%

20.0%

30.0%

40.0%

50.0%

60.0%

70.0%

80.0%

90.0%

100.0%

Perc

en

tag

e o

f stu

de

nts

sco

rin

g 3

or

4

Figure 7.1-19 4th Grade ELA - Comparative Schools

36


7.0 - Results

2011 2012 2013

NYS 66.6% 69.2% 36.4%

Spackenkill 72.9% 71.7% 36.2%

Millbrook 69.8% 74.6% 47.6%

Pawling 61.7% 71.2% 51.5%

Red Hook 76.8% 83.1% 40.6%

Rhinebeck 79.4% 75.6% 38.2%

0.0%

10.0%

20.0%

30.0%

40.0%

50.0%

60.0%

70.0%

80.0%

90.0%

100.0%

Perc

en

tag

e o

f stu

de

nts

sco

rin

g 3

or

4

Figure 7.1-21 4th Grade Math - Comparative Schools

2011 2012 2013

NYS 66.6% 69.2% 36.4%

Spackenkill 72.9% 71.7% 36.2%

Pearl River 77.7% 91.2% 56.9%

Pleasantville 93.1% 96.7% 70.8%

Rye Neck 93.9% 91.2% 62.0%

0.0%

10.0%

20.0%

30.0%

40.0%

50.0%

60.0%

70.0%

80.0%

90.0%

100.0%

Perc

en

tag

e o

f stu

de

nts

sco

rin

g 3

or

4

Figure 7.1-22 4th Grade Math - Exemplar Schools

2011 2012 2013

NYS 46.9% 50.3% 33.8%

Spackenkill 55.3% 61.2% 50.4%

Millbrook 61.3% 66.0% 47.7%

Pawling 60.0% 67.2% 47.6%

Red Hook 63.6% 70.3% 33.6%

Rhinebeck 69.2% 66.1% 59.4%

0.0%

10.0%

20.0%

30.0%

40.0%

50.0%

60.0%

70.0%

80.0%

90.0%

100.0%

Perc

en

tag

e o

f stu

de

nts

sco

rin

g 3

or

4

Figure 7.1-23 8th Grade ELA - Comparative Schools

2011 2012 2013

NYS 46.9% 50.3% 33.8%

Spackenkill 55.3% 61.2% 50.4%

Pearl River 69.2% 75.4% 51.7%


Rye Neck 80.0% 76.2% 62.4%

0.0%

10.0%

20.0%

30.0%

40.0%

50.0%

60.0%

70.0%

80.0%

90.0%

100.0%

Perc

en

tag

e o

f stu

de

nts

sco

rin

g 3

or

4

Figure 7.1-24 8th Grade ELA - Exemplar Schools

2011 2012 2013

NYS 56.7% 59.4% 30.3%

Spackenkill 66.3% 70.3% 34.6%

Pearl River 71.5% 85.6% 51.6%


Rye Neck 91.2% 87.6% 54.7%

0.0%

10.0%

20.0%

30.0%

40.0%

50.0%

60.0%

70.0%

80.0%

90.0%

100.0%

Perc

en

tag

e o

f stu

de

nts

sco

rin

g 3

or

4

Figure 7.1-20 4th Grade ELA - Exemplar Schools

2011 2012 2013

NYS 59.8% 61.3% 27.5%

Spackenkill 73.1% 81.5% 44.1%

Millbrook 53.7% 67.0% 41.5%

Pawling 69.0% 51.3% 32.6%

Red Hook 65.0% 71.5% 31.3%

Rhinebeck 91.2% 79.6% 61.6%

0.0%

10.0%

20.0%

30.0%

40.0%

50.0%

60.0%

70.0%

80.0%

90.0%

100.0%

Pe

rce

nta

ge

of

stu

de

nts

sc

ori

ng

3 o

r 4

Figure 7.1-25 8th Grade Math - Comparative Schools

37


7.0 - Results

Beginning this school year, SUFSD has also begun to measure

student engagement via a survey administered to students in

grades 6–12 (Figure 7.1-31). Figure 7.1-31 Student Engagement Survey Excerpts

Statement

2013-2014 % SUFSD Favorable

Responses

2013-2014 % National Favorable

Responses

I understand that getting an education is important

93% 92%

I know how I am supposed to behave in school

93% 90%

I understand the academic expectations that the school has for me

72% 73%

My teachers encourage me to do well at school

82% 75%

I feel safe at school 71% 64%

2011 2012 2013

NYS 59.8% 61.3% 27.5%

Spackenkill 73.1% 81.5% 44.1%

Pearl River 87.7% 90.0% 56.6%


Rye Neck 84.6% 85.9% 60.8%

0.0%

10.0%

20.0%

30.0%

40.0%

50.0%

60.0%

70.0%

80.0%

90.0%

100.0%

Perc

en

tag

e o

f stu

de

nts

sco

rin

g 3

or

4

Figure 7.1-26 8th Grade Math - Exemplar Schools

2010 2011 2012

NYS 83% 84% 82%

Spackenkill 92% 96% 96%

Pearl River 98% 97% 96%

Pleasantville 99% 99% 99%

Rye Neck 99% 100% 98%

50%

55%

60%

65%

70%

75%

80%

85%

90%

95%

100%

Perc

en

tag

e o

f stu

de

nts

sco

rin

g 6

5 o

r b

ett

er

Figure 7.1-28 English Regents Exam - Exemplar Schools

2010 2011 2012

NYS 72% 73% 72%


Millbrook 81% 79% 88%

Pawling 88% 90% 90%

Red Hook 100% 97% 96%

Rhinebeck 95% 94% 93%

50%

55%

60%

65%

70%

75%

80%

85%

90%

95%

100%

Pe

rce

nta

ge

of

stu

de

nts

sc

ori

ng

65

or

be

tte

r

Figure 7.1-29 Integrated Algebra Regents - Comparative Schools

2010 2011 2012

NYS 72% 73% 72%




Rye Neck 97% 96% 93%

50%

55%

60%

65%

70%

75%

80%

85%

90%

95%

100%P

erc

en

tag

e o

f stu

de

nts

sco

rin

g 6

5 o

r b

ett

er

Figure 7.1-30 Integrated Algebra Regents - Exemplar Schools

2010 2011 2012

NYS 83% 84% 82%


Millbrook 95% 100% 100%

Pawling 91% 93% 89%

Red Hook 98% 100% 98%


50%

55%

60%

65%

70%

75%

80%

85%

90%

95%

100%

Perc

en

tag

e o

f stu

de

nts

sco

rin

g 6

5 o

r b

ett

er

Figure 7.1-27 English Regents Exam - Comparative Schools

38


7.0 - Results

7.1b Work Process Effectiveness Results

7.1b(1) Process Effectiveness and Efficiency

This section relays performance of our academic key

processes and support key work processes identified in

Figure 6.1-2. Results show evidence of increased productivity and

program growth. All work processes are compliant with BOE

policy and meet timeline review requirements.

Curriculum Management: SUFSD has exceeded

NYSED graduation requirements for over 10 years by

requiring a year of computer studies in addition to the already

rigorous requirements of the state. We also document growth

in our AP course offerings and AP enrollment Other courses

added over the last 10 years include PLTW at the middle

school and then the high school, Project Adventure, a

personal finance course, SAT prep, a Nazi Germany elective,

drama electives, and dual enrollment courses with DCC.

Instruction Management: We are consistently 100 percent

staffed at the start of the school year and continually have high

percentages of teachers meeting the federal standard of being

“highly

qualified”

(Figure 7.1-

32 ).

In the fall of

2012, we

implemented

a more

rigorous

evaluation

process for

both teachers

and

principals. The principals’ evaluation now requires the

establishment of two goals related to academic achievement as

part of the MPPR rubric. We implemented the Charlotte

Danielson Framework for Teaching for the teacher rubric and

MPPR from Learner-Centered Initiatives for our principals.

One hundred percent of evaluations are completed on time

annually and we have had no appeals. In our last contract

negotiation with the teachers, we received six additional hours

of after-school PD time for all teachers. This year, for

example, the six hours were used to provide PD on the CCLS,

assessment practices, and questioning techniques.

Assessment Management: MAP is used as our in-process

assessment for students in grades K–10. We have had no state

test violations or security breaches (Figure 7.1-33).

Student Services Management: SUFSD closely monitors

indicators regarding the success of our student intervention

services. The RTI team at each building meets weekly; AIS

providers meet quarterly, and annual reviews are held for all

of our SWD. The district has a policy that requires a student

receive tutoring after his/her sixth consecutive day absent due

to illness. At the secondary level, the teacher day is extended

so that they would be available to offer students extra help. At

the high school, we have an after-school tutorial program for

students who have been suspended. A certified teacher is

present each afternoon for two hours to provide assistance.

Over the course of the week, a student who has been

suspended five days would have the opportunity to be tutored

by a teacher in each of the five core academic areas (math,

science, English, social studies, and foreign language). At the

secondary level, students must meet academic eligibility

requirements to participate in high school athletics. If a

student is failing a course, he or she is required to remain after

school to receive teacher assistance. This past school year, 16

of our 18 varsity athletic teams earned NYSPHSAA Scholar-

Athlete Team designation. Last summer, we instituted an in-

house summer credit recovery program for students who failed

courses. The program features blended learning, with students

doing independent computer work (Compass Learning) while

also having direct access to teaching staff. This fall, SHS also

allowed students to use Compass Learning to make up units

for a class they might otherwise have failed (Figure 7.1-34).

Financial Management: The key indicator of money

management is to have revenues exceed expenditures at the

end of the fiscal year (Figure 7.1-35). Since 2006, this has

been the case in SUFSD each year. SUFSD’s goal is to have 4

percent in unappropriated fund balance at the end of the fiscal

year. (This is the highest percentage allowed by NYSED.) We

are also proud that NYSED has not reported violations for late

submissions.

Figure 7.1-32 Workforce Capability – Teachers

Indicators 2010-2011

2011-2012

2012-2013

% of teachers highly qualified

98% 99% 98%


N/A 28% 26%

% of teachers with MA + 30 credits

N/A 14% 15%

% of teachers who participate in 10 or more PD activities during the year

N/A 39% 44%

Figure 7.1-33 Academic Work System Measures

Measure Work System

2010-2011

2011-2012

2012-2013

% of SUFSD Curriculum Board Approved

C 100% 100% 100%

% of New Courses Board Approved

C 100% 100% 100%

Met NYSED Required Days I Yes Yes Yes

% Teachers Deemed Highly Qualified

I 98% 99% 98%

% Certificated and Supervisory Staff Evaluated Annually

I 100% 100% 100%

Test Security Violations A 0 0 0

IDEA Non-Compliance Violations

SS 0 0 0

C=Curriculum I=Instruction A=Assessment SS=Student Services

80.0% 92.0%

0.0%

20.0%

40.0%

60.0%

80.0%

100.0%

201240 Total Students


Stu

de

nts

Passin

g

Figure 7.1-34 Summer School Credit Recovery

80.0% 92.0%

0.0%

20.0%

40.0%

60.0%

80.0%

100.0%



Stu

de

nts

Passin

g

Figure 7.1-34 Summer School Credit Recovery

39


7.0 - Results

Health insurance is one of our most volatile expenses, which

can vary greatly from year to year. By participating in DEHIC,

a consortium of educational institutions, to purchase health

insurance, we have driven down costs when compared to the

national average since 2005 (Figure 7.1-36).

Technology Management: The IT dashboards monitor

multiple IT work process results, since the use of technology

is essential to the delivery of a robust and challenging

curriculum and an indicator of operational efficiency. Since

1999, SUFSD has seen dramatic growth in our fleet of

computers; this allows us to better meet our strategic

challenges of teaching 21st century skills. As we transition

away from textbooks to electronic sources, it is important we

have our technology available at all times. SUFSD is

committed to customer service and closely monitors the cycle

time to resolve the over 3,000 IT work tickets received per

year; this is notable given the increase in the fleet. With our

commitment to integrating 21st century skills and our SP Goal

in Technology, we are preparing our workforce to better serve

students. Figure 7.1-37 documents that we are seeing

tremendous advancement in teachers’ participation in

technology PD over the past three years.

HR Management: Open positions are posted throughout

the district and at DC BOCES to attract a healthy candidate

pool. We use this leading indicator to make certain we are

fully staffed, a key lagging indicator. As part of our

commitment to technology, SUFSD’s teacher evaluation

system is logged

electronically,

beginning in

2012. Our

leading indicator

of our

Performance

Evaluation

System is that all

goal setting and

an anecdotal is

input by the end

of the first

semester. We met

this goal this year

at 100 percent.

We meet lagging

indicators in this

key area. HR also

measures efficiency and cycle time to improve operations. We

expect and attain 100 percent completion of performance

evaluations; Figure 7.4-4 documents dramatic improvement

in submission of performance evaluations on time. The use

of MLP enables us to retrieve this information efficiently

and to produce timely reports on staff PD activity.

Workforce capability and capacity depends on ensuring

sufficient licensed certified teaching and paraprofessional staff

in all classrooms every day. Aesop, an online absence

reporting/substitute calling service instituted this year is

closely monitored to make certain substitute teachers are in

place in each classroom when needed (Figure 7.1-38).

Figure 7.1-38 Substitute Report 2012–2013 & 2013–2014

2012-2013 2013-2014

Total Absence/Vacancy needing a substitute

2,024 1,398

% Filled 88.8% 90.6%

% Not Filled 11.2% 9.4%

2005

2006

2007

2008

2009

2010

2011

2012

2013

DEHIC 15.3 4.7 6.1 9.6 4 14.9 2.5 2.2 3.9

National 12.7 12.7 12.8 12.8 12.8 14.6 12.1 10.7 10.7

0

2

4

6

8

10

12

14

16

18

Perc

en

t In

cre

ase

Figure 7.1-36 Health Insurance Increases

2005 2006 2007 2008 2009 2010 2011 2012 2013

DEHIC 15.3 4.7 6.1 9.6 4 14.9 2.5 2.2 3.9

National 12.7 12.7 12.79 12.82 12.78 14.61 12.11 10.69 10.69

0

2

4

6

8

10

12

14

16

18

Perc

en

t In

cre

ase

Figure 7.1-36 Health Insurance Increases

0

5,000,000

10,000,000

15,000,000

20,000,000

25,000,000

30,000,000

35,000,000

40,000,000

45,000,000

2008 2009 2010 2011 2012 201398.99% 95.51% 95.17% 94.05% 94.88% 95.26%

Figure 7.1-35 General Fund Budgeted Expenditures vs. Actual Expenditures

Budget

Actual

23

12

19

41

10-11 11-12 12-13 13-14

School Year

Figure 7.1-37 Growth in Technology PD

Num

ber

of

PD

40


7.0 - Results

Facilities Management: SUFSD partnered with Cenergistic

in November 2011 in order to conserve energy throughout the

district. During the 20-month period ending on June 30, 2013,

energy savings amounted to $181,417, or 22 percent. The

savings equated to 9,671 MMBTUs in energy savings and is

equivalent to the following:

Greenhouse gas reduction (metric tons) carbon dioxide

(CO2) = 641

Tree seedlings planted, grown for 10 yrs = 16,400

Passenger cars not driven one year = 115

The district implemented SchoolDude work order system in

2013 for both technology and facilities management use. It is a

web-based program that allows for a more streamlined

approval process. The system allows for the monitoring and

reporting of work orders, resulting in time efficiencies. We are

seeing a dramatic service-level improvement in the area of

work order completion.

Communications Management: SUFSD analyzes how

effective we are at disseminating information to our

stakeholders. SUFSD sees a steady increase in the number of

parents and residents utilizing our website. The district has

expanded upon the website to provide current and relevant

news to the community. This dramatic growth in the use of

our website as a source of SUFSD information affords us the

ability to spread need-to-know news more effectively and

efficiently (Figure 7.1-39). Additionally, the district readily

uses the automated SM phone system to send urgent or timely

news to parents via home, work, or cell phones using

voicemail, texts, and e-mail. Parents are reassured knowing

the district can reach out to all with general or emergency

information within a matter of minutes.

Contracted Services Management: SUFSD annually

assesses the effectiveness of the contract services provided by

DC BOCES Shared Maintenance. These services supplement

the needs of our district without going to outside trade

contractors for the maintenance of our school buildings.

SUFSD analyzes the participation and profitability of our

food service program (Figure 7.1-40). 7.1b(2) Emergency Preparedness

Special attention is given to the emergency-readiness of the

campus. Biannual lockdown drills, annual tornado drills, and

monthly fire drills all meet requirements of state and local

authorities. To further prepare for an emergency, building

safety teams conduct tabletop drills with their members. The

team consists of representatives of both teaching and non-

teaching staff. As campus safety is a strategic advantage,

proactive processes are in place to ensure it.

7.1c Supply-Chain Management Results

Managing supply chains allows us to maintain student

learning taking place in all classrooms. The timeliness of our

transportation program is a key supply chain measure for us.

We monitor this closely at the beginning of each school year

until route timing stabilizes, after which we follow only those

routes that have timeliness issues.

SUFSD’s core server up-time currently shows the computer

network operational at a 95.3 percent efficiency level.

7.2 Customer-Focused Results

7.2a Student- and Other Customer-Focused Results

7.2a(1) Student and Other Customer Satisfaction

SUFSD has been measuring customer satisfaction (parents,

students, and alumni) for a few years. Just this year, we found

what we believe to be the most viable surveys to use for parent

and staff satisfaction and student

engagement. They are published by the

National Center for School Leadership

and provide national data than we can use

for comparison. Prior to this year, we did

not have a student survey at all; we used a

district-created survey for staff, and we

used the Center for Effective Schools

survey one year for parents. Our alumni

survey began in 2008 and is published by

Lifetrack.

Figure 7.1-39 Number of Website Hits

April 2014 April 2013 Percent Change

Visits 184,672 140,325 31.60%

Unique Visitors 62,912 43,020 46.24%

Pages views 504,552 440,940 14.43%

Pages / Visit 2.73 3.14 -13.05%

Average Visit Duration 00:02:38 00:02:47 -5.39%

Bounce Rate 33.96% 31.75% -6.94%

% New Visits 31.93% 30.62% 4.27%

�2004-05 �2005-06 �2006-07 �2007-08 �2008-09 �2009-10 �2010-11 �2011-12 �2012-13

Revenue 489720 540850 568215 595581 570602 576551 531074 557161 531561

Expenses 547974 556558 563543 552945 570602 576551 528362 527266 533434

400

450

500

550

600

650

Do

llars

in

Th

ou

san

ds

School Year

Figure 7.1-40 Food Service Profitability

Revenue

Expenses

41


7.0 - Results

Parent Satisfaction: One of the

indicators we use for parent

satisfaction is the percentage by

which they approve our annual

budget (Figure 7.2-1).

Another measure we use is a

satisfaction survey (Figure 7.2-2). Since we have only

administered a survey for two years and changed the survey

instrument after the first year, the results are difficult to

compare.

Alumni Satisfaction: Every other year, beginning in 2008,

seniors were administered a survey regarding their perception

of their readiness for life after high school. Beginning in 2010,

we began surveying alumni after they were out of high school

two years. See results in Figure 7.2-3.

Student Satisfaction: For the first time this winter, we

administered student engagement surveys to grades 6–12

(Figure 7.1-31).

7.2a(2) Student and Other Customer Engagement

Student engagement is measured by our state by using drop-

out/graduation rates and attendance (Figures 7.2-4–7.2-6).

Figure 7.2-1 Percent By Which Budget Passed

Year %

May 2011 64.4%

May 2012 55.7%

May 2013 70.9%

May 2014 77.9%

Figure 7.2-2 Parent Satisfaction Survey Excerpts

Statement

2013-2014 % District Favorable

Responses

2013-2014 % National Favorable

Responses

My school does an excellent job of educating students. 70 78

The school offers its students a safe environment to learn.

79 85

The school provides its students with a high quality of education. 71 78

School staff is accessible. 78 81

I feel welcome at my child’s school. 81 85

School facilities are well maintained. 79 86

The school sets high learning standards for its students. 77 80

The school’s staff is committed to my child’s education. 77 82

My child’s school is well-regarded in the community. 78 78

Figure 7.2-3 Student Alumni Survey Excerpt

Statement Class of 2010 Class of 2012

Do you feel you were properly prepared for your future?

80% 76%

Figure 7.2-4 Drop-out Rate

2010 2011 2012

NYS 2.7% 2.7% 3.5%


Millbrook HS 1.0% 1.0% 1.0%

Pawling HS 0.0% 1.0% 0.0%

Red Hook HS 1.0% 1.0% 1.0%

Rhinebeck HS 1.0% 1.0% 1.0%

Pearl River HS 0.0% 0.0% 0.0%


Rye Neck Sr HS 0.0% 0.0% 0.0%

2009–10 2010–11 2011-12

NY 93% 95% 94%


Millbrook 95% 94% 95%

Pawling 92% 95% 95%

Red Hook 95% 96% 96%


85%

90%

95%

100%

AD

A

Figure 7.2-5 District Average Daily Attendance - Comparison Schools

2009–10

2010–11

2011-12

NY 93% 95% 94%




Rye Neck 95% 96% 97%

85%

90%

95%

100%

AD

A

Figure 7.2-6 District Average Daily Attendance - Exemplar Schools

42


7.0 - Results

We also use participation in extra-curricular activities and

athletics to gauge

engagement (Figure

7.2-7).

Student volunteerism

is also a measure of

engagement (Figure

7.2-8). While most

volunteer work occurs in

our schools and the

community, thousands

of dollars have been

raised for such organizations

as the

American Red Cross; the

American Heart Association;

Special Olympics; Gay,

Lesbian & Straight Education

Network (GLSEN), and

Making Strides Against Breast Cancer.

The number of volunteers who assist in our schools each year

(Figure 7.2- 9) and the donations made by parent

organizations such as the PTA and booster clubs (Figure 7.2-

10) measure

parent

engagement.

Local organizations, citizens,

the PTA, and the STA contribute

over $20,000 in scholarships each

year (Figure 7.2-11).

Figure 7.2-11 Scholarships from PTA, STA, and Local Sources

Year 2010–2011

2011–2012

2012–2013

Total $21,350 $21,400 $30,930

7.3 Workforce-Focused Results

7.3a Workforce Results

7.3a(1) Workforce Capability and Capacity

SUFSD measures workforce capability in several ways. The

first is by our student-to-

staff ratio (Figure 7.3-1).

Our budget process results

in careful allocation of

staff to meet

the needs of students,

allowing SUFSD to

maintain a favorable student-to-staff ratio despite state funding

cuts, unfunded mandates, and a property tax cap.

Planning effectively for staff absences is crucial in ensuring

that school operations run smoothly. In a cycle of

improvement, SUFSD implemented Aesop, an online

substitute service, to provide daily and multiday substitutes for

teachers and teaching assistants (Figure 7.1-38).

Other measures include the percentage of teachers who are

“highly qualified”; the percentage of teachers who have

multiple teaching certifications, the percentage of teachers

who have an MA plus an additional 30 credits, and the

percentage of teachers who participate in 10 or more PD

activities during the year (Figure 7.1-32 ).

7.3a(2) Workforce Climate

An active DSC, an active Health and Wellness Committee, a

CMP for emergencies, wellness programs, and competitive

benefits all contribute to creating a safe, healthy, and positive

work environment for SUFSD employees.

Safety is a top priority at SUFSD, with a high percentage

of staff reporting feeling safe (Figure 7.3-2 ). The DSC

proactively addresses staff concerns and seeks ways to

improve safety. Examples include modified building

entrances, the addition of security cameras, access controls,

and regular safety inspections. For two consecutive years, in

spring of 2013 and 2014, we were awarded the titanium-

level School Safety Excellence Award by Utica National

Insurance Group.

As a result of the work done by the Health and Wellness

Committee, the district received HEARTSafe Silver

recognition in 2010. The goal of the HEARTSafe Program is

to improve the chances of anyone suffering from sudden

Figure 7.2-7 Student Participation in Extra-curricular Activities*

YEAR EXTRA-

CURRICULAR SPORTS

2013-14 660 472

2012-13 608 490

2011-12 776 507

2010-11 737 475

*Number of students is greater than school enrollment, representing students who participate in more than one activity.

Figure 7.2-8 Students Who Participate in Community Service

2013–14 39%

2012–13 26%

2011–12 34%

2010–11 35%

Figure 7.2-9 Parent Volunteers

2011-2012 2012-2013

Committees 49 50

School events N/A 210

Boosters N/A 36

Figure 7.3-2 Workforce Satisfaction Survey Excerpts

Statement 2011–2013/2013–2014 % Favorable 2011–2012

% Favorable 2012–2013

% Favorable District

2013-2014 *survey changed

% Favorable National

2013–2014

Staff feel safe in this school/I feel safe at work 94.1 86.4 86 88

My work environment is conducive to me performing my job/I work in a positive/professional work environment 88.8 79.5 67 74

I have confidence in my immediate supervisor/I have trust and confidence in our school leadership 75.6 73.4 66 70

As a place of employment, what grade would you give this school/ Considering everything, I am satisfied working at my school 85.3 (A or B) 81.2 (A or B) 81 81

I am proud to be an employee of SUFSD/I consider my school/district to be an excellent school/district 87.7 88.5 83 75

Figure 7.3-1 Student-to-Staff Ratio

Year Student-to-Staff Ratio

2010-2011 5.01

2011-2012 5.00

2012-2013 4.88

2013-2014 5.04

$-

$2,000.00

$4,000.00

$6,000.00

$8,000.00

$10,000.00

2009-10 2010-11 2011-12 2012-13 2013-14

Figure 7.2-10 PTA Donations

Donations

43


7.0 - Results

cardiac arrest to have the best possible odds for survival. This

program recognizes and honors the efforts of organizations

that have met the following criteria:

Personnel who are trained in CPR. (Silver-level

recognition requires 50–74% of staff trained);

AED readily available on-site that is regularly

monitored and strategically placed with proper

signage;

Public Access Defibrillator Notice of Intent;

Orientation of enhanced 911 included in program

training; and

Availability of ERP.

SUFSD proactively monitors WC claims and student

accident data. The Dutchess County WC Cooperative meets

quarterly with the third party administrator, and The

WorkPlace at St. Francis Hospital also reviews claims at each

meeting to review root causes. The WorkPlace nursing staff

follows up with claimants to ensure that they are receiving

proper treatment and to help them with return-to-work plans.

SUFSD proactively monitors employee wages and benefits.

The SBM, treasurer, and payroll clerk meet on a monthly basis

to review staff salaries and benefits for accuracy. Invoices

received for benefits are reviewed by the payroll clerk,

accounts payable clerk, and internal auditor before payment is

made.

DEHIC meets on a monthly basis to manage the

health insurance program. The SBM serves on a

subcommittee of DEHIC that researches new

product development in the health insurance

industry in order to maintain efficiencies. Recently,

the SUFSD negotiated two new health insurance

plans with the Spackenkill Support Staff

Association that resulted in a cost savings for both

the district and the employees.

Workforce satisfaction is monitored

through measures such as longevity, attendance,

and grievances filed (Figure 7.3-3). We also measure

satisfaction via the annual administration of a satisfaction

survey. The first two years, the survey was one that had been

developed by the district. As explained previously, this year

we administered a survey administered by the National Center

for School Leadership. 7.3a(3) Workforce Engagement

Workforce engagement is measured by this survey as well.

Additionally, we look at factors such as percentage

participating in 10 or more PD activities each year and the

percentage serving on committees each year (Figure 7.3-4).

7.3a(4) Workforce Development

SUFSD values continuing education: 98 percent of our staff

possess an MA and 44 percent possess an MA plus 30 credits.

Beginning in 2006, teachers receiving certification are

mandated by NYSED to participate in 175 hours of PD every

five years in order to maintain certification. Beginning in

2008, administrators receiving certification are mandated by

NYSED to participate in 175 hours of PD every five years in

order to maintain certification. The district requires teachers to

participate in three Superintendent’s Conference Days each

year and three 2-hour after-school sessions while encouraging

participation in college courses and outside workshops as well.

Participation is encouraged by the awarding of clock hours for

participation, which translates into salary increments after

enough credits have been accumulated. The administrators’

contract pays for all or part of an administrator’s doctoral

program, depending on the institution they attend.

Figure 7.3-3 Workforce Satisfaction Indicators

Indicator 2011–2012 2012–2013

% of certified staff in district 10–20 years N/A 53

% of certified staff in district more than 20 years N/A 9

% of non-certified staff in district 10–20 years N/A 29

% of non-certified staff in district more than 20 years

N/A 9

% certified daily attendance 96 96

% non-certified daily attendance 96 96

# of grievances by certified staff 0 0

# of grievances by non-certified staff 0 0

Figure 7.3-4 Workforce Engagement

% who participated in PD 70% 73.2%

% who participated in 10 or more PD activities 39% 44%

% who serve on committees 60% 45%

% who serve on multiple committees N/A 26%

% who chair committees/serve on leadership team 3.1% 2.7%

% who lead PD activities N/A .07%

% of teachers at MA +30 13.9% 15.2%

% of teachers with multiple certifications 28% 26.4%

44


7.0 - Results

7.4 Leadership and Governance Results

7.4a Leadership, Governance, and Societal Responsibility

Results

7.4a(1) Leadership

For the past three years, the workforce has been surveyed

regarding SL communication and engagement with them in

the areas of vision and values, the encouragement of two-way

communication, and the focus on action. The results can be

found in Figure 7.4-1 . (Note: the survey instrument changed

in 2014.)

Parents have been similarly surveyed for the past two years

(Figure 7.4-2). (Note: the survey instrument changed in

2014.)

Beginning in 2008, high school seniors were surveyed every

other year (Figure 7.4-3).

Beginning this year, all students in grades 6–12 participated in

an engagement survey (Figure 7.1-31).

7.4a(2) Governance

7.4a(3) Law, Regulation, and Accreditation

7.4a(4) Ethics

Measures of governance, legal compliance, regulation,

accreditation, and ethics are presented in Figure 7.4-4.

7.4a(5) Society

SUFSD recognizes the importance of societal responsibility.

Our students and staff regularly perform service that helps the

community and our environment. The

district has a policy that allows not-

for-profit community groups to use

our buildings and fields for no charge

or for only the charge of additional

staff hours. Groups using our facilities

each year include the Boy Scouts of

America, Girl Scouts of the USA, the

Children’s Community Theater, St.

Martin’s Catholic Youth Organization,

the Mid-Hudson Road Runners Club,

Town of Poughkeepsie Soccer, and the

Marist College Track Team.

For more than 20 years, STA

participated in a fundraising effort for

the United Way. Our staff has also met

with local United Way personnel to provide feedback and

assistance with their educational goals.

The district has embraced many conservation efforts as well,

as Figure 7.4-5 illustrates.

Figure 7.4-1 Workforce Satisfaction Leader Communication Survey Excerpts

Statement 2011–2013/2013–2014 % Favorable 2011–2012

% Favorable 2012–2013

% Favorable District

2013–2014 *survey changed

% Favorable National

2013–2014

My supervisor(s) value(s) staff opinions and ideas/I am able to share my ideas and opinions with school leadership. 84.5 86 79 72

My supervisor(s) is/are an effective communicator/Overall, school information is communicated effectively to me. 71.5 76.5 66 72

Administration keeps me well-informed/I get the information I need to perform my job effectively. 65.3 64.6 76 75

Figure 7.4-2 Parent Satisfaction with Leader Communication Survey Excerpts

Statement

2013–2014 % District Favorable

Responses

2013–2014 % National Favorable

Responses

I am kept up-to-date on school activities and events. 70 84

I know how to get school information when I need it. 79 87

My child’s school makes effective use of technology as a means of communication. 72 80

I understand the school’s expectations for my child. 80 87

Figure 7.4-3 Senior Exit Survey Excerpts

Statement Class

of 2008

Class of

2010

Class of

2012

Did you have a positive learning experience at SHS

% yes 95 93 92

How prepared do you feel for transition to college, the workplace, or military

% good and excellent

90 90 89

45


7.0 - Results

Figure 7.4-4 Results for Key Governance, Fiscal, Regulatory, Ethical, Safety, Accreditation, and Legal Compliance

Process/Method Purpose Measure Results 10-11

Results 11-12

Results 12-13

Strategic Planning G BOE and SL participation/BOE Approval of SP Y/Y Y/Y Y/Y

Policy Review G BOE policies on governance/BOE adding new policies and reviewing existing policies

Y/Y Y/Y Y/Y

BOE Action on Student Achievement

G A R Minutes showing BOE discussion of student achievement/Minutes showing BOE approval of new courses

Y/Y Y/Y Y/Y

Financial Oversight G F BOE policy and acceptance of independent audit report in minutes/BOE involved in negotiations

Y/Y Y/Y Y/Y

Advocacy G Membership in NSBA, NYSSBA, DCSBA, AASA, NYSCOSS, LHCSS, NYSASBO, ASBO International, SAMPO

Y Y Y

Performance Evaluation System

G LC % SLs evaluated annually by SOS Minutes reflect BOE discussion of evaluations to set compensation BOE–approved contracts

100% Y Y

100% Y Y

100% Y Y

Professional Growth G BOE and SL participation in professional organizations 100% 100% 100%

Recruitment and Retention G E R BOE policies on hiring, job descriptions, evaluations BOE approval of all hires and resignations % certified

Y Y 100%

Y Y 100%

Y Y 100%

Accountability to Stakeholders G F R Receipt of annual report and meeting notice/Citizen vote at annual meeting

Y/Y Y/Y Y/Y

BOE Induction G E Induction/ethical pledge for new Board members/ BOE Training

Y/Y/Y Y/Y/Y Y/Y/Y

Open Meetings Law G R E LC # Open Meetings violations All BOE agendas & minutes posted online Postings meet posting requirements Citizens’ comments heard at BOE meetings

0 Y Y Y

0 Y Y Y

0 Y Y Y

Communication Plan G E Website kept up-to-date/Annual budget information mailed to all residents

Y/Y Y/Y Y/Y

Election Laws G E R # of violations in election voting, canvassing, posting 0 0 0

Ethics Management G E BOE policy on ethics/% employees receiving policy Y/100% Y/100% Y/100%

Contract Management G E LC # of employee grievances 0 0 0

Harassment Policy G E LC # of harassment complaints filed 0 1 0

Bullying Policy G E LC # of bullying complaints filed N/A 63 35

Satisfaction Surveys E S % employees citing SUFSD as safe place to work % parents citing SUFSD as safe place to learn

94% N/A

86% 76% *in Dec. 2012,,a local incident may have affected %

86% 79%

Test Management G E R # violations in test security 0 0 0

HIPPA E R # sanctions due to HIPAA violations 0 0 0

Student Handbooks G E % handbooks given to students annually 100% 100% 100%

Student Suspensions E LC # of out of school suspensions # of violent incidents (VADIR report) # of drug related incidents

42 68 7

42 63 1

35 57 0

Criminal Background Checks G E S R % employees fingerprinted prior to hire 100% 100% 100%

Vendor Contracts G F E # of vendor contracts found to be awarded improperly 0 0 0

Budget Cycle, Planning, and Approval

G F E S R Minutes show BOE adoption of budget/staffing 5-Year Capital Plan submitted to NYSED

Y Y

Y Y

Review of Budget Activity G F E Minutes show monthly BOE approval of financial reports/Revenues exceed expenditures at end of year

Y/Y Y/Y Y/Y

IRS Violations F E # violations 0 0 0

NCLB Compliance R % teachers highly qualified 98% 99% 98%

Kitchen Inspections S R # of Department of Health violations 0 0 0

Fire Inspections S R # of (minor) fire inspection violations 23 24 22

Special Education E R # of impartial hearings initiated by parents # of suits filed due to IDEA non-compliance

0 0

0 0

0 0

Accidents F S # of WC claims # student accidents

24 6

21 10

24 3

Safety Training S R % participating in “Right to Know”/”Bloodborne Pathogens” training % certified in CPR/AED (voluntarily)

100% 6.6%

100% 8.9%

100% 5.2%

Litigation LC # of lawsuits 1 1 1

46


7.0 - Results

7.4b Strategy Implementation Results

Accomplishment of our SP goals shows a steady increase in

the last several years (Figure 7.4-6).

7.5 Budgetary, Financial, and Market Results

7.5a Budgetary, Financial, and Market Results

7.5a(1) Budgetary and Financial Performance

SUFSD’s strong financial condition allows us to support

organizational excellence. This is a SUFSD strategic

advantage. Bond rating is a significant indicator of fiscal

strength and a national benchmark. Our bond rating improved

in 2011, a time when many decreased in NYS and throughout

the nation. According to Moody’s Rating Methodology,

SUFSD moved to an Aa2 level, placing it in 3 of the 10

ranking levels (Figure 7.5-1).

Moody’s wrote: [T]he Aa2 rating

reflects the district’s sound financial operations

with a satisfactory reserve position, its limited

tax base with above average wealth levels, and

manageable debt burden. Spackenkill Union

Free School District is expected to maintain a

healthy financial position given conservative

budgeting and availability of sound reserve

levels. The district has achieved operating

surpluses for the last four fiscal years.

Following the conservative budgeting of

revenues and special education expenditures,

the district’s General Fund balance increased

by $238,000 to represent 31.2 percent of

revenues in fiscal 2012. The fiscal 2013 budget

contains a 3% increase in expenditures,

reflecting rising instruction costs typical of New

York school districts.

Figure 7.4-6 Innovation Attained Due to SP Commitment to Organizational Strategy

Key Work Process SP Area Examples of innovation attained due to SP commitment to organizational strategy

Curriculum SP WE PLTW at HS

Instruction SP WE Common Core strategies, questioning skills, data review; grade configuration change at elementary schools

Assessment SP Assessment PD, data review, MAP

Student Services SP WE HSCS

RTI process

Financial Management OECE Enrollment projections, fund balance management, change in health insurance plan, refinancing debt

Technology Management OECE Online work order system, Nutrikids

Facilities Management OECE Fob access, security cameras, energy conservation program, online work-order system

HR Management OECE MLP, OASYS, APPR, staff survey

Communication Management WE CI Website training, community survey, SM, “Talk About It”

Contracted Service OECE Transportation routing software, improved cameras

Figure 7.4-5 Environmental Measures

Department Conservation Measure

Facilities The district partners with Cenergistic to engage all staff in energy conservation efforts.

The district follows guidelines set by the SED and DEC and does not use pesticides on the fields, grounds, or in the buildings (except for emergency situations).

The upcoming EPC will include changing over to more energy-efficient lightbulbs, ballasts, motors, and LED lighting. A district-wide Temperature Control System, steam trap replacement, and doors and windows with weather-stripping are all energy conservation measures.

The district recycles paper, plastic, and metal in every room of each school.

The district recycles all fluorescent lightbulbs and lighting ballasts.

The district uses Green Seal–certified cleaning chemicals.

Each school is supplied with ionized water spray units that kill bacteria on contact using only water.

The district reclaims all refrigerant before discarding appliances.

The district recycles all old motor oil and used tires.

Trees have been planted near the tennis courts to help control flood water and reduce erosion, and a retainer wall was built at NES to help reduce erosion (in cooperation with Vassar College).

All air ventilation filters in the district are replaced 4 or 5 times each school year for improved indoor air quality.

A recently unannounced DEC Hazardous Waste inspection resulted in a positive evaluation.

The facilities use only water-based, low–VOC latex paint.

School Lunch The Lunch Program recycles bottles, cans, and some plastics.

Technology The district has utilized an eGovernance system (BoardDocs) since 2003 to conduct paperless Board meetings.

Computers and SMART Boards® are programmed for automatic shutdown at the end of the day.

Ink cartridges are recycled at the school level.

All electronic equipment is brought to an electronics recycling company; we offer this as a service to our community as well.

Staff Activities The STA participated in the Adopt A Highway program for several years, which involved members collecting trash from a local stretch of the main road.

Educational Activities

The district energy manager enlisted students in grades 3–5 to be Power Partners.

SHS has an Environmental Club whose members are responsible for the high school recycling program.

Our DFO gives a scholarship annually to a senior involved in the club.

47


7.0 - Results

SUFSD recognizes fiscal integrity is based upon having fund

balance to utilize as working capital. In June 2007, our fund

balance was just below $6 million. At the end of the 2013

fiscal year, our fund balance was $11,955,849 and represents

approximately 29% of the general fund budget (Figure 7.5-2).

A strong fund balance is insurance in uncertain times and

addresses a key strategic challenge, uncertain fiscal state

funding.

Figure 7.5-3 illustrates the instructional cost per student for

the SUFSD compared to the other similar districts in Dutchess

County and the state as a whole. SUFSD achieves higher

results in student success and pushes resources into the

instruction budget.

To increase sustainability and address strategic challenges,

SUFSD has pursued more grants and gifts and has been

successful at steadily increasing these funds while improving

our fiscal stability and improving SUFSD programs (Figure

7.5-4). This also demonstrates partnerships becoming stronger,

addressing another strategic challenge. While overall

donations are down, this is due to the two-year window

when we received American Recovery and

Reinvestment Act funds, a one-time federal grant.

The Board and SLs are conscious about not placing

new costs on the shoulders of parents via school fees.

We proactively survey to as certain area school fees and

strategically set our school fees to be slightly lower than

those of our Dutchess County competitors. SUFSD has

instituted several measures to contain or reduce costs:

The district serves as the catalyst and fiscal

agent for a multidistrict cooperative purchasing pool

for health insurance to reduce the long-term cost of

health insurance premiums for member districts.

This has reduced health insurance premiums in excess of

2.5% for some member districts.

Figure 7.5-1 NYS District Global Scale Rating Medians (Moody’s)

Aaa Aa1 Aa2 Aa3 A1 A2 A3 Baa1 Baa2 Baa3

# of NYS districts with rating 8 2 110 105 145 51 7 3 2 0

% of total NYS districts 1.77% 4.65% 24.34% 23.23% 32.08% 11.28% 1.55% 0.66% 0.44% 0.00%

Source: Moody’s Investor Services, Inc.

Figure 7.5-3 Total Expenditures Per Student Comparison for 2008/2009 to 2012/2013

District 2008/09

Enrollment 2008/09 Total Expenditure

2008/09 Student

Total Expenditure

2012/2013 Enrollment

2012/13 Total

Expenditure

2012/13 Student

Total Expenditure

Total Exp Per Student

Increase

% Increase Per Student Expenditure

Rank

A 2,285 $40,069,023 $17,536 2,014 $45,459,890 $22,572 $5,036 28.72% 1

Spackenkill 1,675 33,132,931 19,781 1,552 38,873,610 25,047 5,267 26.62% 2

B 1,188 23,412,788 19,708 1,106 25,219,028 24,822 5,114 25.95% 3

C 1,229 22,887,331 18,623 1,093 25,575,763 23,400 4,777 25.65% 4

D 10,129 159,387,771 15,736 9,486 179,492,751 18,922 3,186 20.25% 5

E 1,662 25,975,523 15,629 1,506 28,040,564 18,619 2,990 19.13% 6

F 12,481 173,682,509 13,916 11,890 195,732,591 16,462 2,546 18.30% 7

G 1,194 25,872,282 21,669 1,122 28,306,600 25,229 3,560 16.43% 8

H 859 17,772,203 20,689 738 17,741,416 24,040 3,350 16.19% 9

I 3,380 52,871,349 15,642 3,257 58,716,502 18,028 2,385 15.25% 10

J 4,266 76,081,243 17,834 3,881 78,698,485 20,278 2,444 13.70% 11

K 1,421 31,815,288 22,389 1,304 33,080,836 25,369 2,979 13.31% 12

L 4,718 78,418,396 16,621 4,778 82,918,274 17,354 733 4.41% 13

$0

$2,000,000

$4,000,000

$6,000,000

$8,000,000

$10,000,000

$12,000,000

$14,000,000

$16,000,000

Figure 7.5-2 Fund Balance General Fund

FundBalance

$0.00

$100.00

$200.00

$300.00

$400.00

$500.00

$600.00

$700.00

$800.00

$900.00

$1,000.00

2010-11 2011-12 2012-13 2013-14

Th

ou

san

ds

Figure 7.5-4 Federal Funds, Grants and Donations

48


7.0 - Results

-16

-14

-12

-10

-8

-6

-4

-2

0

2

4

Dis

trict A

�D

istric

t B

Dis

trict C

Dis

trict D

Dis

trict E

�S

packenkill

Dis

trict F

Dis

trict G

Dis

trict H

Dis

trict I

�D

istric

t J

Dis

trict K

Dis

trict L

Figure 7.5-6 Change in Student Enrollment 2008-09 through 2012-13 The district has increased

intermunicipal partnerships to

reduce future costs and

improve efficiency of service

through the cooperative

purchasing of commodities,

such as salt for winter road

and walkway de-icing,

custodial supplies, lighting

supplies, micro-computer

supplies, office equipment

and supplies, copy paper, and

office furniture through DC

BOCES.

7.5a(2) Market Performance

To meet our strategic challenge of

monitoring enrollment growth, we

closely examine our enrollment by

grade level and by school year

(Figures 7.5-5–7.5-6). Enrollment

projections, available on our

website, predict enrollment for the

next 10 years.

SUFSD is holding

market share, retaining

a higher percentage of

resident school-age

students in the public

school than

homeschooled or

private/parochial school

options. Only 2.6

percent of students who

live in the district

choose to attend private

schools (compared with

8.46 percent in a

neighboring district), though we have two such schools within

district boundaries and another two within a two-mile radius

of the district. Only .5 percent of our students are

homeschooled, compared with an average of 1.77% in seven

other neighboring districts that participate in sharing data. Our robust financial condition enables us to uphold our

tradition of excellence and address strategic challenges while

enhancing educational programs and services in the spirit of

continuous improvement. It reflects how we capitalize on our

strengths to empower students to succeed in an ever-changing

world.

Figure 7.5-5 Enrollment History

Grade 2011 2012 2013

K 98 102 101

1 99 101 104

2 102 106 102

3 93 104 107

4 115 94 105

5 132 119 93

6 121 135 128

7 146 121 137

8 142 150 126

9 140 144 145

10 143 129 139

11 137 134 131

12 145 134 131

$0.00

$200.00

$400.00

$600.00

$800.00

$1,000.00

Th

ou

san

ds

Figure 7.5-5 Federal Funds, Grants and Donations

2014 malcolm baldrige state quality award application ... sufsd... · 2014 malcolm baldrige state...

Documents