fairbanks north star borough school · pdf fileswot analysis ... student achievement ... new...

Work Sessions are an opportunity for the board to study and review, in-depth, matters that may be too lengthy for a regular or special meeting and provide direction to the administration. Work sessions are open to the public.

Work Session of 2 February 11, 2017

FAIRBANKS NORTH STAR BOROUGH SCHOOL DISTRICT B O A R D O F E D U C A T I O N

February 11, 2017

Work Session with OnStrategy: Strategic Plan

9:00 a.m. to 4:00 p.m.

Board Room Administrative Center

520 Fifth Avenue

AGENDA 1. Call to Order 2. OUR MISSION: Our mission is to provide an excellent, equitable education in a safe, supportive

environment so all students will succeed and contribute to a diverse and changing society. 3. Roll Call Heidi Haas, President Michael O’Brien, Vice President Allyson Lambert, Treasurer Sharon McConnell, Clerk Thomas Bartels, Member Wendy Dominique, Member Sean Rice, Member 4. Strategic Plan Meeting Outcomes:

Refresh, Fine Tune, and Update the Strategic Plan Re-Commitment, Energy, and Ownership of the Plan

9:00-9:15 a.m. – Getting Started/Process Overview

o What has this Plan Meant to You? o Review of the Planning Process

9:15-9:45 a.m. – Mission, Vision, Values

o Check-In and Feedback - Any Major Shifts? 9:45-10:15 a.m. – Current State

o SWOT – Revisit and Update District SWOT o 2016-17 Mid-Year Status Review

10:15-10:45 a.m. – Strategic Goals

o Check-in on the Strategic Framework o Gaps in the Plan – Anything Missing?

Work Sessions are an opportunity for the board to study and review, in-depth, matters that may be too lengthy for a regular or special meeting and provide direction to the administration. Work sessions are open to the public.

Work Session of 2 February 11, 2017

11:00 a.m. -3:00 p.m. – Plan Review by Goal Area (Strategic Goal) (Working lunch 12:00 p.m.) o Clarify/Refine Strategic Intent of the Goal o For Each Objective/Area of Focus Perspective on the Current State What Does Success Look Like? Address Strategic Topics and Clarifying Questions in this Area Confirm Time Horizon and Major Milestones

3:15-3:45 p.m. – Board Engagement

o Discuss/Confirm the Board’s Role and Commitment to the Plan 3:45-4:00 p.m. – Wrap-Up/Next Steps 5. Board Comments/Announcements 6. Adjournment Executive Session: The board reserves the right to enter into executive session on any agenda item as and to the extent allowed for in State law. Executive sessions will be entered into by motion for the following subjects as permitted by law: (1) matters the immediate knowledge of which would clearly have an adverse effect upon the finances of the District; (2) subjects that tend to prejudice the reputation and character of any person, provided that the person may request a public discussion; (3) matters which by law, municipal charter, or ordinance are required to be confidential; (4) matters involving consideration of government records that by law are not subject to public disclosure. Motions to go into executive session should specify the subject of the proposed executive session without defeating the purpose of addressing the subject in private. Reference: AS 44.62.310 and Board Policy 264, D.

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Fairbanks North Star Borough School District

DISCUSSION GUIDE STRATEGIC PLANNING PROCESS

February 10-13, 2017

Purpose of this document: To guide the 2017 Strategic Planning Sessions & overall planning process.

Document synthesizes data relevant to developing the the FY18-21 Strategic Plan.

Based on the feedback from Directors, Board, and the Parent Engagement Committee.

Content from this document will be transitioned into a formal Strategic Plan such that the Discussion Guide will become obsolete.

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TABLE OF CONTENTS

Data Included.................................................................................................................................................................................................... 3

Process Overview – Planning Calendar ........................................................................................................................................................ 3

Plan Structure ................................................................................................................................................................................................... 3

Outcomes from the Strategic Planning Process ......................................................................................................................................... 4

Planning Assumptions ..................................................................................................................................................................................... 4

SWOT Analysis .................................................................................................................................................................................................. 5

District Scorecard............................................................................................................................................................................................. 6

Mission Statement – What is our purpose?................................................................................................................................................ 7

Core Values – How will we behave?............................................................................................................................................................. 7

Vision Statement – What does success look like? ..................................................................................................................................... 7

Strategic Goals – How will we succeed? ...................................................................................................................................................... 7

Theme One: Student Achievement .............................................................................................................................................................. 8

Strategic Goal and Current District Objectives .................................................................................................................................................. 8

Definition of Personalized Learning..................................................................................................................................................................... 8

Strategic Topics to Address ................................................................................................................................................................................... 8

Possible New Areas of Focus/Gaps in the Plan.................................................................................................................................................. 9

Mid-Year Status of Current Strategic Plan.......................................................................................................................................................... 9

Theme Two: Effec tive Communication ......................................................................................................................................................10

Strategic Goals and Current District Objectives ..............................................................................................................................................10

Strategic Topics to Address .................................................................................................................................................................................10

Possible New Areas of Focus/Gaps in the Plan................................................................................................................................................10

Mid-Year Status of Current Strategic Plan........................................................................................................................................................10

Theme Three: Parent & Family Engagement ............................................................................................................................................11



Parent Engagement Committee Recommendations ......................................................................................................................................11


Status of Current Strategic Plan .........................................................................................................................................................................12

Theme Four: Organizational Support & Technology ...............................................................................................................................13




Mid-Year Status of Current Strategic Plan........................................................................................................................................................14

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D A TA I NCLUDED

Strategic Plan Detail: 2016-17 Mid-Year Status

District Scorecard

Input from Directors and Board Members

Parent Engagement Committee Report

2015 Community Survey Exec Summary

2015 Staff Survey Exec Summary

P ROCESS OVERVIEW – P LANNING CALENDAR

Timeframe Key Milestones

Aug-Sept 2016-17 Action Planning • 8/2 - Input Actions - week of 8/2 (Directors/Team) • 9/9 - Final Action Plans completed by Sept 9th (Directors)

Nov-Dec 2016-17 Mid-Year Status Reporting • 11/22 - Come back together November (discuss/refresh on process) (Management Team)

• 12/16 - Final mid-year status updates due (Directors) • 12/31 - Mid-Year Report submitted to Board (end of May) (Supt)

Feb-Mar Strategic Plan Refresh (Planning for 2017 and beyond)

• Fri, 2/10: Director Check-In/Planning Session • Sat, 2/11: Board Strategic Planning Session • Mon, 2/13: Director/Principal Follow-up Sessions (1/2 day) • Feb-Mar: Revise/Refresh long-term Strategic Plan (OnStrategy)

May-June 2016-17 End of Year Status Reporting • 5/31: Close out/Final End-of-Year status due May 31 (Directors)

• June: Submit Final EOY Report to Board in June (Supt)

Aug 2017 Rollout the 2017+ Strategic Plan • Communication/Rollout of the 2017++ Strategic Plan • Develop Action Plans for 2017-18 School Year

P LA N S TRUCTURE

Plan Level Planning Item Champion Time Frame

1 Strategic Goals Board/Superintendent 3-5 Years

1.1 District Objectives Superintendent/ Leadership Team 1-3 Years

1.1.1 Department/Site-Level Initiatives Department Managers/Principals Annual (6-12 Mos)

1.1.1.1 Major Milestones/Action Items Individual Contributors Annual (Quarterly)

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PLANNING OUTCOMES

OUTCOMES F ROM TH E S TRATEGIC P LANNING P ROCESS

Update and refresh the Strategic Plan – “Strat Plan 2.0”

Moving from 2-year to 5-year/longer-term perspective (Broaden the language/intent of goals and objectives)

Re-commit as a group to the direction of the District Board and Staff regenerated and re-excited; ready for the heavy lifting of the next phase

P LA NNING A SSUMPTIONS

*To be discussed/confirmed in session

5-Year Planning Horizon

Declining state resources – this is the new normal

Execution to align to administrative level & STEPP plans

Teacher evaluations, student assessments and AK standards are being implemented

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CURRENT STATE

S W OT A NALYSIS

*Themes pulled from current SWOT (to be processed in session)

Strengths Opportunities

Strong leadership

Class size

Strongly committed to excellence

Solid reputation

Strong community base

Professional Development offerings

Caring environment for students

Solid, caring, Board

Quality employees

Programs for advanced students

Parent/family involvement- untapped potential

Integration of current technology

Supportive environment for staff

Supplies/Materials - resources for staff

Personalizing the system (more options)

Virtual blending model

Community engagement & community groups

New Teacher evaluation framework

Creating more efficient systems

Expand/evolve technology

Full-day kindergarten

Distance education

School-business partnerships

AVSEP

Education Tax Credit

Quality and relevant PD and development in

technology Attract & retain quality teachers

Alternative model to RTI approach

Tapping into additional $ /being proactive

Board engagement

Improved PR and community relations

Financial support for preschool programs

Equity student outcomes

Collaborating with other districts in Alaska

Student career pathways & CTE via community

connections New AK measures of progress (AMP)

Support for at-risk students

Extended E-8 (K-8)

Parent involvement plan

Dual credit, challenging high school credit

Increase graduation and increase attendance

Weaknesses Threats

Aversion to change

Inconsistent Parent Engagement

Prioritization

Bullying/ district climate

Losing students

Shared direction/ clear Road map

Variety of secondary options

Tenure turnover/ leadership transition

Budget shortfall

Union communication/ understanding

Internal communication

Maintaining class size in l ight of declining budget

Declining oil prices

State funding

Unanticipated crisis

Declining student enrollment

Changes in military

Ketchikan lawsuit (shift in formula)

AMO's

The economic impacts of the state budget cuts

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D I STRICT S CORECARD

Measure 2014-15 EOY Actual

2015-16 EOY Actual

2016-17 YTD Actual

2016-17 EOY Target

Attendance Rate 92.40% 92.50% 95%

Graduation Rate (4 year) 75.30% 74.50% 100%

Graduation Rate (5 year) 78.60% 80.70%

Dropout Rate (7-12) 4.30% 4.30% 0

Student Performance/AK Standards (All)

Native Alaskan

African American

Asian

Caucasian

Average Class Size (Overall) 22.84 23.34 22.94 25.5

Kindergarten 22.2 22.6 21.2 22.5

Grades 1-3 22.1 23.4 23.6 24

Grades 4-6 23.8 24.3 25 26

Middle School 22.8 22.9 23.1 26.5

High School 23.3 23.5 21.8 28.5

Student Enrollment (Total) 13,765 13,850 13,771 FY18 projected =

13,700

Elementary (K-6) 7,887 7,898 7,938

Junior High (7-8) 1,979 2,063 2,053

Senior High (9-12) 3,899 3,889 3,780

Teacher Retention/Average Turnover Rate

9.9% 9.4% 2 yr average: 9.6% 10% or below

Staff Turnover/Retention Rate 14% 16.9% 2 yr average: 15.4%

Teacher Evaluations

Employee Engagement (Employee

Survey/NPS Score – All) Administrative: + 13.8%

Instructional: -13.8%

Support: -14.7%

-10.5% *Feb Climate Survey

to Inform

Balanced Budget (Operating Fund vs. Approved Budget)

Operating Fund: $245,624,490 Approved Budget:

$281,564,150

Operating Fund: $205,747,148 Approved Budget:

$240,140,978

Operating Fund: $206,865,586

Approved Budget: $241,335,317

Supplemental Funding/Grants Awarded

(Total Overall)

$13,049,476.00

$17,035,469.74

$16,657,465.60

Competitive Total $2,146,311.00 $3,340,894.90 $3,241,521.00

Formula Total $10,684,258.00 $13,525,383.48 $13,214,579.60

Subaward $218,907.00 $169,191.36 $40,000.00

Community Recommend (Community Survey/NPS Score –All)

2.3%

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STRATEGIC FOUNDATION

MI SSION S TATEMENT – W H AT I S OUR P URPOSE?

Current Statement:

Our mission is to provide an excellent, equitable education in a safe, supportive environment so all students will succeed and contribute to a diverse and changing society.

CORE V ALUES – H OW W ILL W E BEHAVE?

Student-Centered: Center everything we do on the student and student learning.

Respect: Embody respect for the diversity and dignity of all.

Safe Environment: Strive to provide a safe learning environment.

High Expectations: Maintain high expectations and educational opportunities to inspire high achievement.

Collaborative: Actively collaborate with students, family, and community to support student success.

Innovative: Aim to be innovative and adaptive to student needs.

V I SION S TATEMENT – W H AT D OES S UCCESS LOOK L IKE?

Current Statement:

We envision learning without boundaries, where every student achieves his/her path to academic and career success. Learning will

be driven by student need, through flexible and adaptive options. Supporting the district’s educational system are highly eng aged

families; proven technology infrastructure; staff that are continually raising the bar in their profession; and a community that is

committed to growing our future.

Success looks like…

Improved achievement for all students, closing the achievement gaps, and accelerating learning.

Low class size that is conducive to l earning.

Programs that address the needs of under-served students.

Parents that trust the school district and are engaged in their students learning.

Fully implemented effective educator evaluations, AK state standards & student assessments.

Technology is used effectively to amplify and personalize learning.

S TRATEGIC GOALS – H OW W ILL W E S UCCEED?

1. Personalized Learning: Provide students with options to meet their needs and achieve academic success.

2. Effective Communication: Establish transparent and consistent communication to increase student, parent, staff and

community connectedness with the District.

3. Parent & Community Engagement: Engage parents and community groups with schools to facil itate a stronger learning environment for students.

4. Organizational Support: Create an environment that supports the needs of staff to enable a school and organizational

climate where students thrive.

5. Technology Integration: Expand student access to technology to amplify learning.

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STRATEGIC DIRECTION BY THEME Student Achievement| Communication| Parent & Family Engagement | Org Support & Technology

TH EME ONE: S TUDENT A CHIEVEMENT

Strategic Goal and Current District Objectives

1 Personalized Learning: Provide students with options to meet their needs and achieve academic success.

1.1 Class Size: Ensure class size that is conducive to learning.

1.2 Independent Learning Center (ILC): Design and establish the ILC to open as a new entity by fall 16.

1.3 District Correspondence Program: Expand the BEST Program (Approved 10 -6-15)

1.4 High School Options: Expand the number of credit and schedule options for high school students by fall 16.

1.5 CTE: Expand CTE pathways to ensure equitable options and access to high school students. (CTE)

1.6 K-8 Magnet: Investigate and determine viability of a K-8 Magnet School by end of 2015.

1.7 Full-Day Kindergarten: Investigate/pursue fee-based full -day kindergarten.

Definition of Personalized Learning

Current Definition: Personalized learning is tailoring learning for each student’s strengths, needs and interests-- including enabling student voice and

choice in what, how, when, and where they learn-- to provide flexibility and supports to ensure mastery at the highest standards possible.

Strategic Topics to Address

Clarify and Communicate the Intent of Personalized Learning

Crystalize the definition of Personal ized Learning and what it means (clarify vocabulary and definitions).

Deliver the concept of Personalized Learning to the community in a succinct and clear way.

Ensure strategic and ongoing communication around Personalized Learning (intent and initiatives) both internally and

externally.

Student Achievement – Reaching all students

Student Achievement in general to be elevated in the Strategic Plan or articulated in a way that encompasses other

initiatives aside from Personalized Learning.

We have a group of kids we are not reaching. Our smartest kids are not our problem; our problem is the kids we are

losing/not reaching.

Class size is one thing but we need social workers/consulta nts to keep high school kids in school (those that are dropping

out, we are not losing because of academics - we are losing them due to instabilities at home, etc.) Student Achievement/performance stil l way below for minority students

Graduation Rates have not changed (minority groups are stil l far below) - this tells us something we need to pay attention

to. We need to gear ourselves up to be 'all ' student focused - equal amount of attention/dedication/resources to all students

(Native, African American, Asian - reaching these cultures/students more effectively) Specific diversity related initiatives/language in the plan

Additional support needed at schools/site level directed to 'all ' students

Student Learning Center

Update the plan related to creation/implementation of this (is this stil l a goal?)

Technology that supports Personalized Learning

School technology devices – What is the baseline/minimum? What kind of devices?

Focusing on individual devices & student access to devices

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Possible New Areas of Focus/Gaps in the Plan

Student Achievement - To be more visible as a driving goal/objective. Add as a strategic goals to encompass other initiatives

taking place in addition to Personalized Learning.

Diversity/Equity - Elevated focus around student performance and serving our diverse set of cultures/students (with equity).

Specific objectives set around reaching and supporting these students.

Comprehensive Student Health Services Plan - Goals related to nursing services district-wide, and holistic student health

initiatives.

Mid-Year Status of Current Strategic Plan

STUDENT ACHIEVEMENT GOALS & OBJECTIVES EOY TARGET, MEASURE ACTUAL STATUS


1.1 Class Size: Ensure class size that is conducive to learning. 25.50

Average Class Size (overa l l )

22.90 As of 01/30/17

1.2 Independent Learning Center (ILC): Design and establish the ILC to open as a new entity by Fa ll 16.

100% ILC Des ign and Impl ementation

Schedule

- As of 01/30/17

1.3 Dis trict Correspondence Program: Expand the BEST Program

(Approved 10-6-15) 100%

Best Program expans ion

50% As of 01/30/17

1.4 High School Options: Expand the number of credit and schedule

options for high school students by fall 16.

100% Expanded credit and schedule options for s tudents and schools

40% As of 01/11/17

1.5 CTE: Expand CTE pathways to ensure equitable options and access to high school s tudents. (CTE)

100% Expanded CTE Offeri ngs

75% As of 01/11/17

1.6 K-8 Magnet: Investigate and determine viability of a K-8 Magnet

School by end of 2015.

100%

K-8 Plan and Implementation Approach

50% As of 01/30/17

1.7 Ful l-Day Kindergarten: Investigate/pursue fee-based full-day kindergarten.

100% Ful l Day Kindergarten

Plan/Implementation

80% As of 01/11/17

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TH EME TWO: EF FECTIVE COMMUNICATION

Strategic Goals and Current District Objectives

2 Effective Communication: Establish transparent and consistent communication to increase student, parent, staff and community

connectedness with the District.

2.1 Parents: Ensure all parents are informed through systematic, multi -channel delivery of relevant information.

2.2 Staff: Ensure frequent and streamlined internal communication to keep all FNSBSD staff feeling connected.

2.3 Community: Proactively communicate and invite two-way dialogue between the community and District.

2.4 Board Visits: Further connect sites and District through Board visits annually to every school.


Proactive & Strategic Communication

We are not agile as an organization in terms of being able to respond quickly and effectively. Need to be quicker in posting

our position; responding to issues; being more proactive.

Our communications needs to be less responsive and more strategic in driving the conversation. How do we position ourselves? What do we want people to know? How do we reach out to groups proactively so we don't

get criticized of not being responsive?

Diversity - Effectively reaching all parents/families

Objective/focus specifically related to reaching diverse set of families; language in goal to speak more to reaching all families. *We may need to look at different approaches to effectively communicate with all families.

Social Media Strategies and tools for the Board and District Leadership team to manage approach and controversy related to Social

Media; address those in the district and the community who are actively against social media, etc.


Strategic communication related to specific initiatives (ex: Personalized Learning, K8, etc.)


COMMUNICATION STRATEGIC GOALS AND OBJECTIVES EOY TARGET, MEASURE ACTUAL STATUS

2 Effective Communication: Establish transparent and consistent communication to increase student, parent, staff and community connectedness with the District.

2.1 Parents: Ensure all parents are informed through systematic, multi-

channel delivery of relevant information.

100% Ongoing systematic

communication

35% As of 01/11/17


100% Frequent, s treaml ined s taff

communication

50% As of 01/30/17


100% Frequent two-way community

dia logue

25% As of 01/30/17

2.4 Board Visits: Further connect s ites and District through Board vis its

annually to every school. 100%

Board Vis i ts to Every School

- As of 01/21/17

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TH EME TH R EE : P A RENT & F A MILY EN G A GEMENT


3 Parent & Community Engagement: Engage parents and community groups with schools to facilitate a stronger learning

environment for students.

3.1 Parent Engagement Committee: Establish a standing Parent Engagement Committee to create a more robust parent

engagement approach. Update the existing Parent Involvement Policy. Create a means of honoring parent engagement

throughout the year.

3.2 Site-Level Parent Organization: Ensure every school has a parent-led organization to promote parent engagement.

3.3 Business Partnerships & Community Groups: Expand partnerships with busines ses and community groups.


Parent Engagement/Participation – What are we really looking for? What is most effective? What does success look like?

Effectiveness of Parent Engagement Committee - Intention of this committee is good, but we do not have a diverse set of

parents participating so we are not hearing from everyone when it comes to parent feedback.

o How do we get/invite more participation from a wider set of parents/family?

o How do we increase the effectiveness, relevance and participation of this group?

Parent Engagement Committee Recommendations

The Parent Engagement Committee believes the priority recommendations below will have the greatest impact on parent engagement. These crucial components are also included under the standards and are marked with three asterisks (***).

1. Inclusive Interactions: All parents should be treated with respect and courtesy. Extra attention should be given to those who may feel uncomfortable engaging with the school.

2. Welcoming Environment: Create a welcoming environment that reinforces a customer service culture and respect toward parents.

3. Back to School Event: Hold an annual Back to School event, if possible prior to the start of school, to welcome families and students, provide school tours, and opportunities to meet school staff.

4. Parent/Principal Interaction: Provide regular opportunities for parents to meet with the principal in large groups, small groups, or one-on-one as needed. For example, holding a monthly Brown Bag Lunch with the Principal.

5. Regular Classroom Communication: Every teacher should be expected to communicate regularly with student families throughout each term.

6. "How to Coach": Develop tools (online and paper) to inform parents about how to appropriately assist with homewo rk,

do's and don'ts, and links to online information about helping students at home. Highlight on school and district web sites.

7. Textbook Availability: Provide physical copies of textbooks to families who don’t have computers at home. Ensure parents are given instructions and guidelines to use online texts.

8. Keys to Effective Problem Solving: Distribute and promote this brochure for solving problems, displaying it near school

entrance and including it on school and district web sites. Recommend it be distri buted after the first thirty days.

9. Parents as Advocates: Develop a standing procedure for informing and engaging parents as advocates for schools.

10. Conference Scheduling: Utilize software that enables parents to schedule their own appointments for parent teacher conferences, such as MyConferenceTime.

11. Parent-Teacher Association: Maintain a parent-teacher association at each school and at the district level. Clarify that parent participation shall not be limited to paying members. The association should be required to have liability insurance.

12. Golden Apple Award: Establish a means of honoring parents and parent-teacher associations as valued partners.

13. Work Credit: Develop a means for students to earn academic credit and elective credit through work and vol unteer opportunities within the community.

*Refer to Appendices for the full Parent Engagement Committee Report.

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*To be discussed/determined in Session

Status of Current Strategic Plan

FAMILY ENGAGEMENT STRATEGIC GOALS & OBJECTIVES EOY TARGET, MEASURE ACTUAL STATUS

3 Parent & Community Engagement: Engage parents and community groups with schools to facilitate a stronger learning environme nt for students.

3.1 Parent Engagement Committee: Es tablish a standing Parent Engagement Committee to create a more robust parent engagement approach. Update the existing Parent Involvement Policy. Create a means of honoring parent engagement throughout the year.

100% Active Parent Engagement

Committee

100% As of 01/21/17

3.2 Si te-Level Parent Organization: Ensure every school has a parent-led organization to promote parent engagement.

100% Parent Organization at each s i te

100% As of 01/21/17

3.3 Bus iness Partnerships & Community Groups: Expand partnerships

with businesses and community groups. 100%

Increase Community Partnerships

50% As of 01/21/17

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TH EME F OU R : OR G ANIZATIONAL S U PPO RT & TECH N OLOGY


4 Organizational Support: Create an environment that supports the needs of staff to enable a school and organizational climate

where students thrive.

4.1 Admin Support: Re-envision district-wide administrative support to facil itate student learning.

4.2 Curriculum System: Redesign our curriculum system to be agile and adaptive to change, keeping materials and resources

relevant.

4.3 Quality Teaching: Implement New Educator Evaluation Framework.

4.4 Teacher Collaboration: Improve the effectiveness of Professional Learning Communities (PLCs).

4.5 School Bui ldings: Develop facil ity plan to address changing delivery needs & declining enrollment by end of 2015.

4.6 Culture: Strengthen employee relations to support the mission and instill a culture of continuous improvement.

5 Technology Integration: Expand student access to technology to amplify learning.

5.1 Tech Support: Restructure site-level technology support.

5.2 Virtual Learning: Expand student access to online courses including both hardware and fees.

5.3 Technology in the Classroom: Build a plan to move into the digital future starting with digital content and technology for

teachers, followed by 1:1.

5.4 IT Infrastructure: Continue the IT infrastructure upgrade.


Internal Operations

Decentralizing some processes to gain efficiency

Leveraging technology to automize processes

Increasing Tech Dept. resources to support above (automization of processes)

Developing a facil ities plan that addresses the changing enrollment

Facilities, Student Enrollment and Fairbanks general popul ation (Re-Districting?)

Program evaluation and capacity to do it

People/HR

Professional Development that is measurable

Recruitment as a challenge over next five years; looking at recruitment strategies, etc.

Sustainable training approach that is cost effective, adaptable and flexible

Databased staff evaluation

Being realistic about vacancy rates in all areas

How do we get the best people to move this organization forward?

HR to be more strategic to get the people we want onboard

HR/People to be viewed as a more strategic part of the organization Resistance to Change

How to move through the resistance to change positively and successfully

Board Engagement/Participation/Commitment How can we ensure Board engagement, participation and overall commitment?


Technology that supports not only personalized learning but also operations.

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STRATEGIC GOALS & DISTRICT OBJECTIVES EOY TARGET, MEASURE ACTUAL STATUS

4 Organizational Support: Create an environment that supports the needs of staff to enable a school and organizational climate where stude nts thrive.

4.1 Admin Support: Re-envision district-wide administrative support to faci litate student learning.

100% Ongoing

25% As of 01/30/17

4.2 Curriculum System: Redesign our curriculum system to be agile and adaptive to change, keeping materials and resources relevant.

100% Curriculum System Redes ign

25% As of 01/30/17

4.3 Qual ity Teaching: Implement New Educator Eva luation Framework. 100%

Implementation of Danielson Framework

40% As of 01/26/17


100% Ongoing

50% As of 01/26/17

4.5 School Buildings: Develop facility plan to address changing delivery needs & declining enrollment by end of 2015.

100% Ongoing

As of 01/30/17

4.6 Culture: Strengthen employee relations to support the mission and

instill a culture of continuous improvement.

100%

Improved Engagement Score; Staff Survey Input

40% As of 01/30/17


5.1 Tech Support: Restructure site-level technology support. 100% Ongoing

75% As of 01/26/17

5.2 Virtua l Learning: Expand student access to online courses including

both hardware and fees. 100%

Expanded onl ine courses

50% As of 01/21/17

5.3 Technology in the Classroom: Build a plan to move into the digital future s tarting with digital content and technology for teachers, followed by 1:1.

100% Technology Plan/Roadmap

50% As of 01/25/17

5.4 IT Infrastructure: Continue the IT infrastructure upgrade. 100% IT Infrastructure Upgrade

75% As of 01/11/17

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MISSION STATEMENT – WHAT IS OUR PURPOSE?Our mission is to provide an excellent, equitable education in a safe, supportive environment so all students will succeed and contribute to a diverse and changing society. CORE VALUES – HOW WILL WE BEHAVE?• Student-Centered: Center everything we do on the student and student learning. • Respect: Embody respect for the diversity and dignity of all. • Safe Environment: Strive to provide a safe learning environment.• High Expectations: Maintain high expectations and educational opportunities to inspire high achievement. • Collaborative: Actively collaborate with students, family, and community to support student success.

• Innovative: Aim to be innovative and adaptive to student needs.

VISION STATEMENT – WHAT DOES SUCCESS LOOK LIKE?We envision learning without boundaries, where every student achieves his/her path to academic and career success. Learning will be driven by student need, through flexible and adaptive options. Supporting the district’s educational system are highly engaged families; proven technology infrastructure; staff that are continually raising the bar in their profession; and a community that is committed to growing our future.

STRATEGIC GOALS – HOW WILL WE SUCCEED?1. Personalized Learning: Provide students with options to meet their needs and achieve academic success.

2. Effective Communication: Establish transparent and consistent communication to increase student, parent, staff and community connectedness with the District.

3. Parent & Community Engagement: Engage parents and community groups with schools to facilitate a stronger learning environment for students.

4. Organizational Support: Create an environment that supports the needs of staff to enable a school and organizational climate where students thrive.

5. Technology Integration: Expand student access to technology to amplify learning.

Visit k12northstar.org for Strategic Plan & Goals

FY15-FY19 STRATEGIC PLAN

15

STRATEGIC GOALS & FY15/16-FY16/17 DISTRICT OBJECTIVES 1. PERSONALIZED LEARNING: Moving to personalized learning, providing students with options to meet

their needs and achieve academic success.• Class Size: Ensure class size that is conducive to learning.• Independent Learning Center (ILC): Design and establish the ILC to open as a new entity by fall 16.• District Correspondence Program: Expand the BEST Program. (Approved 10-6-15)• High School Options: Expand the number of credit and schedule options for high school students by fall 16.• CTE: Expand CTE pathways to ensure equitable options and access to all high school students.• K-8 Magnet: Investigate and determine viability of a K-8 Magnet School by end of 2015.• Full-Day Kindergarten: Investigate/pursue fee-based full-day kindergarten.

2. EFFECTIVE COMMUNICATION: Transparent and consistent communication to increase student, parent, staff and community connectedness with the District. • Parents: Ensure all parents are informed through systematic, multi-channel delivery of relevant

information.• Staff: Ensure frequent and streamlined internal communication to keep all FNSBSD staff feeling connected.• Community: Proactively communicate and invite two-way dialogue between the community and District.• Board Visits: Further connect sites and District through Board visits annually to every school.

3. PARENT & COMMUNITY ENGAGEMENT: Increase the level of involvement of parents and community groups with schools to facilitate a stronger learning environment for students. • Parent Engagement Committee: Establish a standing Parent Engagement Committee to create a more

robust parent engagement approach.• Site-Level Parent Organization: Ensure every school has a parent-led organization to promote parent

engagement.• Business Partnerships & Community Groups: Expand partnerships with businesses and community groups.

4. ORGANIZATIONAL SUPPORT: Create an environment that supports the needs of staff to enable a school and organizational climate where students thrive. • Admin Support: Re-envision district-wide administrative support to facilitate student learning. • Curriculum System: Redesign our curriculum system to be agile and adaptive to change, keeping materials

and resources relevant. • Quality Teaching: Implement New Educator Evaluation Framework.• Teacher Collaboration: Improve the effectiveness of Professional Learning Communities (PLCs).• School Buildings: Develop facility plan to address changing delivery needs & declining enrollment by end of 2015.• Culture: Strengthen employee relations to support the mission and instill a culture of continuous

improvement.

5. TECHNOLOGY INTEGRATION: Expand student access to technology to amplify learning. • Site Tech Support: Restructure site-level technology support.• Virtual Learning: Expand student access to online courses including both hardware and fees. • Technology in the Classroom: Build a plan to move into the digital future starting with digital

content and technology for teachers, followed by 1:1. • IT Infrastructure: Continue the IT infrastructure upgrade.

Board Approved: September 1, 2015Board Revised: October 6, 2015

16

APPENDICES

CONTENTS

Strategic Plan Detail – 2016-17 Mid-Year Status Report

Parent Engagement Committee Report Class Size Trend Report

2015 Community Survey Exec Summary

2015 Staff Survey Exec Summary

17

2016-17 MID-YEAR

STATUS REPORT

18

1

FAIRBANKS NORTH STAR BOROUGH SCHOOL DISTRICT

FY15-19 STRATEGIC PLAN -- 2016-17 SCHOOL YEAR

Full Strategic Plan w/Progress

Mid-Year Status for FY17

As of January 30, 2017

19

2

MISSION STATEMENT

Our mission is to provide an excellent, equitable education in a safe, supportive environment so all students will succeed an d contribute to a diverse and changing society.

VISION STATEMENT

We envision learning without boundaries, where every student achieves his/her path to academic and career success. Learning will be

driven by student need, through flexible and adaptive options. Supporting the district’s educational system are highly engag ed families; proven technology infrastructure; staff that are continually raising the bar in their profession; and a community that is committed to growing our future.

Success looks l ike… Improved achievement for all students, closing the achievement gaps, and accelerating learning.

Low class size that is conducive to learning. Programs that address the needs of under-served students. Parents that trust the school district and are engaged in their students learning. Fully implemented effective educator evaluations, AK state standards & student assessments.

Technology is used effectively to amplify and personalize learning.

CORE VALUES

Student-Centered: Center everything we do on the student and student learning. Respect: Embody respect for the diversity and dignity of all.

Safe Environment: Strive to provide a safe learning environment. High Expectations: Maintain high expectations and educational opportunities to inspire high achievement. Collaborative: Actively collaborate with students, family, and community to support student success.

Innovative: Aim to be innovative and adaptive to student needs.

PERSONALIZED LEARNING APPROACH

Definition of Personalized Learning: Personalized learning is tailoring learning for each student’s strengths, needs and interests-- including enabling student voice and choice in what, how, when, and where they learn-- to provide flexibility and supports to ensure mastery at the highest standards possible. Personalized learning is tailoring learning for each student’s strengths, needs and interests-- including enabling student voice

and choice in what, how, when, and where they learn-- to provide flexibility and supports to ensure mastery at the highest standards possible.

20

3

STATUS KEY

Not Started

Deferred

On Target

Off Target

Waiting on Someone

Cri tica l Achieved

PERFORMANCE CHART – PROGRESS SUMMARY

The table below summarizes the progress of District Objectives supporting each Strategic Goal.

Green = # of items that are On Target or Achieved

Yellow = # of items that are Off Target or Waiting on Someone

Red = # of items that are Critical

Grey = # of items that are Not Started or Deferred

STRATEGIC GOALS Progress of Supporting Objectives and Action Items

1 Personalized Learning: Provide students with options to meet their needs and

achieve academic success.

47 6 7

2 Effective Communication: Establish transparent and consistent communication to

increase student, parent, staff and community connectedness with the District.

23 10 2

3 Parent & Community Engagement: Engage parents and community groups with

schools to facilitate a stronger learning environment for students.

13 1

4 Organizational Support: Create an environment that supports the needs of staff

to enable a school and organizational climate where students thrive.

34 13 2

5 Technology Integration: Expand student access to technology to amplify

learning.

12

Plan Overall: 129 30 0 11

21

4

FY15-19 STRATEGIC PLAN -- 2016-17 SCHOOL YEAR - PROGRESS AT-

A-GLANCE

STRATEGIC GOALS AND DISTRICT OBJECTIVES EOY TARGET, MEASURE ACTUAL STATUS


1.1 Class Size: Ensure class size that is conducive to learning. 25.50

Average Class Size (overa l l )

22.90 As of 01/30/17

1.2 Independent Learning Center (ILC): Design and establish the ILC to

open as a new entity by Fa ll 16.

100%

ILC Des ign and Implementation Schedule

As of 01/30/17

1.3 Dis trict Correspondence Program: Expand the BEST Program (Approved 10-6-15)

100% Best Program expans ion

50%

As of 01/30/17

1.4 High School Options: Expand the number of credit and schedule options for high school students by fall 16.

100%

Expanded credit and schedule options for s tudents and schools

40% As of 01/11/17

1.5 CTE: Expand CTE pathways to ensure equitable options and access to high school s tudents. (CTE)

100% Expanded CTE Offerings

75%

As of 01/11/17

1.6 K-8 Magnet: Investigate and determine viability of a K-8 Magnet School by end of 2015.

100% K-8 Plan and Implementation

Approach

50% As of 01/30/17

1.7 Ful l-Day Kindergarten: Investigate/pursue fee-based full-day

kindergarten.

100% Ful l Day Kindergarten Plan/Implementation

80% As of 01/11/17

2 Effective Communication: Establish transparent and consistent communication to increase student, parent, staff and community connectedness with the District.

2.1 Parents: Ensure all parents are informed through systematic, multi-

channel delivery of relevant information.

100% Ongoing systematic

communication

35%

As of 01/11/17


100% Frequent, s treaml ined s taff

communication

50% As of 01/30/17


100%

Frequent two-way community dia logue

25% As of 01/30/17

2.4 Board Visits: Further connect s ites and District through Board visits annually to every school.

100% Board Vis i ts to Every School

As of 01/21/17

22

5

3 Parent & Community Engagement: Engage parents and community groups with schools to facilitate a stronger learning environment for students.

3.1 Parent Engagement Committee: Es tablish a standing Parent Engagement Committee to create a more robust parent engagement approach. Update the existing Parent Involvement Policy. Create a means of honoring parent engagement throughout the year.

100% Active Parent Engagement

Committee

100%

As of 01/21/17

3.2 Si te-Level Parent Organization: Ensure every school has a parent-led organization to promote parent engagement.

100% Parent Organization at each s i te

100%

As of 01/21/17

3.3 Bus iness Partnerships & Community Groups: Expand partnerships with bus inesses and community groups.

100% Increase Community Partnerships

50% As of 01/21/17

4 Organizational Support: Create an environment that supports the needs of staff to enable a school and organizational climate where students thrive.

4.1 Admin Support: Re-envision district-wide administrative support to

faci litate student learning.

100%

Ongoing

25%

As of 01/30/17

4.2 Curriculum System: Redesign our curriculum system to be agile and adaptive to change, keeping materials and resources relevant.

100% Curriculum System Redes ign

25%

As of 01/30/17

4.3 Qual ity Teaching: Implement New Educator Eva luation Framework. 100%

Implementation of Danielson Framework

40% As of 01/26/17


100% Ongoing

50%

As of 01/26/17

4.5 School Buildings: Develop facility plan to address changing delivery needs & declining enrollment by end of 2015.

100% Ongoing

As of 01/30/17

4.6 Culture: Strengthen employee relations to support the mission and

instill a culture of continuous improvement.

100%

Improved Engagement Score; Staff Survey Input

40% As of 01/30/17


5.1 Tech Support: Restructure site-level technology support. 100%

Ongoing

75% As of 01/26/17

5.2 Virtua l Learning: Expand student access to online courses including both hardware and fees.

100% Expanded onl ine courses

50% As of 01/21/17

5.3 Technology in the Classroom: Build a plan to move into the digital future s tarting with digital content and technology for teachers, followed

by 1:1.

100% Technology Plan/Roadmap

50%

As of 01/25/17

5.4 IT Infrastructure: Continue the IT infrastructure upgrade. 100%

IT Infrastructure Upgrade

75%

As of 01/11/17

23

6

6 DISTRICT SCORECARD SUMMARY

6.1 Attendance Rate 95%

Attendance Rate

Data available at end of year

As of 01/27/17

6.2 Graduation Rate (4 year) 100%

Graduation Rate (4 year)


As of 01/27/17

6.3 Graduation Rate (5 year) 100%

Graduation Rate (5 year)


As of 01/27/17

6.4 Dropout Rate (7-12) 0%

Dropout Rate (7-12)


As of 01/27/17

6.5 Average Class Size (Overall) 25.50

Average Class Size (Overa l l )

22.90 As of 01/30/17

6.6 Student Performance/AK Standards Target TBD

% Students meeting proficiency

(AK Standards)


As of 01/27/17

6.7 Tota l Student Enrollment 13,700

Tota l Student Enrol lment

13,771 As of 01/27/17

6.8 Teacher Retention/Average Turnover Rate 10%

Average Teacher Turnover Rate (at or below 10%)

9.60%

As of 01/30/17

6.9 Staff Turnover/Retention Rate Target TBD

Staff Turnover/Retention Rate

15.40% As of 01/27/17

6.10 Balanced Budget (Operating Fund vs . Approved Budget)

$241,335,317

Operating Fund vs . Approved Budget

$206,865,586 As of 01/27/17

6.11 Supplemental Funding/Grants Awarded Tota l Grants Awarded

$16,657,465.60

As of 02/02/17

* Detailed Scorecard available below on pg. 27

24

7

STRATEGIC PLAN DETAIL 2016-17 MID YEAR STATUS

25

8

FY15-19 STRATEGIC PLAN -- 2016-17 SCHOOL YEAR - PROGRESS

DETAIL

STUDENT ACHIEVEMENT STRATEGIC GOALS & DISTRICT OBJECTIVES


1.1 Class Size: Ensure class size that is conducive to learning. (06/30/17) Comments on Status: 1/27/17:Average class size overall at 22.9. See detailed data/scorecard for breakdown of average class size per grade. Targets by grade level: K=22.5; Gr 1-3=24; 4-6 = 26.5; 7-8=26.5; HS=28.5

Measure: Average Class Size (overall)

Target: 25.50

22.90

DEPT/SITE LEVEL INITIATIVES AND DEPARTMENT INITIATIVES

START/END DATE

TARGET, MEASURE

ACTUAL STATUS

1.1.1 Establish a new reporting tool that meets the Boards needs in reporting class size (current enrollment) throughout the district. (TECH) Comments on Status: Class size dashboard has been provided. Average class size trend report provided to the school board.

07/01/16, 06/30/17

100% Reporting tool

established 100%

As of 01/25/17

1.1.2 Increase the amount of special education services provided to special education students within the general education classroom. (SPED) Comments on Status: 166 students out of a total of 1205 students receive their services in the general

education setting.

07/01/16,

06/30/17

20% percent of service time

in the general education classroom

14% As of 12/28/16

1.1.2.1 Increase co-teaching partnerships between special and general education teachers. (SPED ) Comments on Status: We are currently at 33% of our target. With PD arranged for 3rd quarter, we are hoping that this number will increase.

07/01/16, 06/30/17

30 # of co-teaching

partnerships 10

As of 12/28/16

1.1.2.1.1 Increase the number of special education teachers providing services in the general education classroom (push-in services) (SPED ) Comments on Status: Approximately 20 teachers are pushing into general education classrooms.

A new survey will go out in 3rd quarter to update numbers.

07/01/16, 06/30/17

30 # of special education

teachers providing services in the gen ed classroom

20 As of 12/28/16

1.1.2.2 Increase "push-in" services (special education teacher or occupational or speech therapist

providing services within the general education classroom. (SPED ) Comments on Status: Out of approximately 35 related service providers (OTs, PTs, SLPs and a couple of School Psychologists), approximately 40% are providing services at least once weekly in the

general education classroom.

07/01/16, 06/30/17

75% 75% of all RSPs providing at

least once weekly services in the general education

setting.

40% As of 01/11/17

1.1.2.3 Effectively use accommodations and modifications, including assistive technology in the general education setting. (SPED ) Comments on Status: Waiting on 1st semester grade report.

07/01/16, 06/30/17

25% 25% increase in special

education students passing classes

As of 01/21/17

1.1.3 Provide infrastructure support for BYOD across the district in support of blended learning (TECH) Comments on Status: BYOD is in use at all secondary schools

07/01/16, 06/30/17

100% Ongoing; Infrastructure

support provided 75%

As of 11/22/16

1.1.4 Reevaluate and redesign recruitment strategies to attract more teachers to our applicant pool. (HR) Comments on Status: 1/25/17 - Met with UA ATP November 2016 – Recruitment ideas to implement for end of year and FY18: 1) Target areas where standardized testing is being used as an evaluation

07/01/16, 06/30/17

100% %

50% As of 01/25/17

26

9

criteria for teachers. 2) Identify areas where Personalized Learning has been implemented and target

these areas.

1.1.5 Lead discussions regarding class size with school board and key stakeholder groups as part of the budget process. (SUPT) Comments on Status: 12/22/16: Conversations held with Citizens Budget Review Committee, Principal

Budget Focus Group, and department managers. Collected survey input from certified and classified school staff surveys

08/15/16, 06/30/17

100% Dialogue throughout

budget season. 50%

As of 01/21/17

1.2 Independent Learning Center (ILC): Design and establish the ILC to open as a new entity by Fall 16. (06/30/17) Comments on Status: Objective Deferred. K-8 initiative took a different turn.

Measure: ILC Design and Implementation Schedule

Target: 100%


START/END DATE

TARGET, MEASURE

ACTUAL STATUS

1.2.1 Review information from visits to Anchorage and Mat-Su Districts. List components needed for an ILC model. (ASST SUPT SEC) Comments on Status: Reviewed information. Need facility space, transition plan, staffing dedicated to develop process. No concrete plan at this time for FY18 implementation.

09/01/16, 12/30/16

100% Comprehensive list of components needed for an ILC in the FNSBSD.

100% As of 11/29/16

1.3 District Correspondence Program: Expand the BEST Program (Approved 10-6-15) (06/30/17)

Comments on Status: 1/11/17: Mid-year status calculated based on average progress of supporting action items.

Measure: Best Program expansion

Target: 100%

50%


START/END DATE

TARGET, MEASURE

ACTUAL STATUS

1.3.1 Continue marketing and advertising plan that was developed and implemented to increase enrollment in FY16 (radio ads, bus signs, social media). (Holly) (ASST SUPT SEC) Comments on Status: 1/17/17- Advertising schedule/plan being followed. On track and within budget.

07/01/16, 06/30/17

100% 100% complete; plan

followed 50%

As of 01/21/17

1.3.2 Expand promotion of BEST at monthly new soldier orientations at Eielson and Ft. Wainwright. (Holly) (ASST SUPT SEC) Comments on Status: Some orientation dates conflict with previously scheduled mtgs. (Need to have a

strategy in place for future conflicts.)

07/01/16,

06/30/17

18 100% complete; 9

orientations at each military installation

8 As of 01/17/17

1.3.3 Increase the number of activities available for home school families. (Holly) (ASST SUPT SEC) Comments on Status: More than meeting this goal!!

07/01/16, 06/30/17

20 100% complete; 2-3 activities per month

49 As of 01/21/17

1.3.4 Review correspondence regulations with DEED personnel for purposes of enrollment and financial impact. (ASST SUPT SEC) Comments on Status: We have reviewed regulations with DEED to confirm our process for financial impact and enrollment of full time home school students. We are not changing our process at this

time.

07/01/16, 12/30/16

100% Assurance we are in

line with appropriate state law

100% As of 01/02/17

1.3.4.1 Enroll students as full time enrolled using faith-based materials per approval of DEED and

SB. (ASST SUPT SEC) Comments on Status: We are not going to pursue this goal any further. We are enrolling students as we have traditionally done in BEST.

07/01/16,

12/30/16

15% Assess increased number of enrollments at BEST

100% As of 01/02/17

27

10

1.4 High School Options: Expand the number of credit and schedule

options for high school students by fall 16. (06/30/17) Comments on Status: 1/11/17: Mid-year status calculated based on average progress of supporting action items.

Measure: Expanded credit and

schedule options for students and schools

Target: 100%

40%


START/END

DATE TARGET,

MEASURE ACTUAL STATUS

1.4.1 Create eLearning Labs in each of the five high schools (WVH, LTH, HUT, NPH, BEHS). (Holly)

07/01/16, 06/30/17

100% 100% complete; Labs in

place 100%

As of 01/11/17

1.4.2 Expand personalized learning options for secondary students in discipline status. (Montean) (Holly) (Shaun)

07/01/16, 06/30/17

100% 100% complete; options provided

75% As of 01/11/17

1.4.3 Establish pathways to achieve dual credit or associate's degree by graduation. (Shaun)

07/01/16, 06/30/17

100% 100% complete;

Pathway established 10%

As of 01/02/17

1.4.4 Enroll students in 7th period eLearning courses Comments on Status: Three of the five high schools have offered 7th period classes to students for

either extra opportunity for credit or for credit recovery options.

07/01/16, 06/30/17

100% Increased numbers of students taking more

than 6 classes

30% As of 01/02/17

1.4.5 Provide a seamless academic transition into and out of the District Alternative Discipline school (SMART). (ASST SUPT SEC) Comments on Status: We have had several meetings with our hearing officer, Director of SMART, administrators, and have narrowed in on the barriers to student success for those students who choose

to attend SMART.

07/01/16, 06/30/17

100% Plan created by 2017

50% As of 01/02/17

1.4.5.1 Discuss and develop personalized learning academic options for students in SMART (in collaboration with Asst. Supt and Director of Personalized Learning). (ASST SUPT SEC) Comments on Status: Discussion and planning to transition more students in discipline status to APEX option from BYU and seat time options in SMART/PASS.

07/01/16,

06/30/17

100% Assess current and

expanded options by end of 2017

50% As of 01/11/17

1.4.5.2 Create a plan to address elearning, online curriculum training for SMART staff, technology

surplus/purchase to accommodate student use through SMART. (ASST SUPT SEC) Comments on Status: All SMART staff will receive training on using APEX for students in SMART. Additional training needed to afford students not attending SMART, but in discipline status, to use APEX from home. Staff need a plan to bring those students into the program. Plan to increase

chromebooks in budget for 2017-2018 SY.

07/01/16,

06/30/17 100%

Establish needed training 50%

As of 01/02/17

1.4.5.3 Develop plan to adequately meet the academic needs of Special Education student placement options (IEP or 504 plan students) when in long term discipline status. Include director of special education. (ASST SUPT SEC) Comments on Status: Need a meeting with Director of SPED, Para for SMART and Director of

SMART. Goal is end of year 2017.

07/01/16, 12/30/16

1% Assess new plan 25%

As of 01/02/17

1.4.6 Develop a plan for teen parents to access their academics while receiving information and resources for their child and themselves as new parents. Partner with CEC staff to assist with this goal. Comments on Status: Conversations ongoing and research taking place.

07/01/16, 06/30/17

5 Increased enrollment of

teen parents in our school district.

0 As of 01/21/17

1.4.7 Facilitate implementation of district-wide personalized learning initiative, year one, with support from Education Elements. (SUPT) Comments on Status: 12/22/16: Ongoing planning through Project Team and PL Council calls and webinars. 11/22/16: Spring calendar complete.

07/01/16, 06/30/17

100% Year One Ed. Elements

Targets met 35%

As of 01/21/17

28

11

1.5 CTE: Expand CTE pathways to ensure equitable options and access to high school students. (CTE) (06/30/17) Comments on Status: 1/11/17: Mid-year status calculated based on average progress of supporting action items.

Measure: Expanded CTE Offerings

Target: 100%

75%


START/END DATE

TARGET, MEASURE

ACTUAL STATUS

1.5.1 Offer CTE courses through e-learning to support CTE pathways in each high school. (ASST SUPT SEC) Comments on Status: We have increased our enrollment numbers in this area.

07/01/16, 06/30/17

25 Increased number of

students taking eLearning CTE classes.

25 As of 01/02/17

1.5.1.1 Enroll students in CTE E-Learning courses through APEX. (ASST SUPT SEC) Comments on Status: We have met this goal - enrollment will increase semester 2 with firm numbers by Feb 1st.

07/01/16, 06/30/17

90% Number of students

enrolled in E-Learning CTE courses per semester

50% As of 01/02/17

1.5.2 Continue development of CTE programs of study at each of the five high schools. Pathways should include tech prep, industry certifications, personalized learning options, and be aligned with Perkins criteria. . (ASST SUPT SEC) Comments on Status: This overarching goal 1.5.2 combines both 8/16 Lathrop Architectural and

Building Trades Class began working in new shop. 9/16 Curriculum Revision process for three CTE clusters (Capstone, Arch & Const., Hosp. Tourism) begun

07/01/16, 06/30/17

100% Clearly articulated

pathways in each high school

50% As of 11/22/16

1.5.2.1 Finalize three CTE Programs of Study at each high school based on student interest, workforce data, certifications, post-secondary and employment outcomes for students. (CTE

Director) Comments on Status: Three cluster curriculums under revision (Capstone, Arch & Const., Hosp/Tourism) including five new course curriculums under Capstone.

07/01/16,

06/30/17

15 Three core CTE programs

identified and under

development at each high school

8 As of 11/22/16

1.5.2.2 Implement an Architecture and Construction pathway at Lathrop High School during the current school year. (CTE Director) Comments on Status: An architecture and construction class was started at Lathrop High School 1st

Semester 2016. Supporting classes and continuing coursework to be developed and implemented to expand cluster offerings.

07/01/16,

06/30/17

100% Buidling Trades classroom

and shop resources set-up with students enrolled.

50% As of 11/22/16

1.5.2.3 Increase part-time CTE enrollment at Hutchison High School (ASST SUPT SEC) Comments on Status: We continue to eliminate barriers for students accessing CTE classes at HHS. There are approx 65 part time students for semester 2 at HHS and they have edited their application

process for PT students at HHS for fall 2017.

07/01/16, 06/30/17

100% Number of part-time

students enrolled in CTE

classes at Hutchison

100% As of 01/11/17

1.5.2.4 Implement a Work Based Learning program for school district interns. (CURR ) Comments on Status: 11/16 - Planning for up to 6 interns from across District in internship positions at District Office.

07/01/16, 06/30/17

1 Districtwide WBL program

available to secondary students districtwide

6 As of 11/22/16

29

12

1.6 K-8 Magnet: Investigate and determine viability of a K-8 Magnet School by end of 2015. (06/30/17) Comments on Status: 1/11/17: Mid-year status calculated based on average progress of supporting action items.

Measure: K-8 Plan and Implementation Approach

Target: 100%

50%


START/END DATE

TARGET, MEASURE

ACTUAL STATUS

1.6.1 Analyze the impact of K-8 Magnet school creation on the transfer/selection process for staffing purposes. (HR) Comments on Status: 1/25/17 - Considering the move to K-8 was broadened and a variety of schools are actively engaged in discussions related to K-8 or other opportunities, there isn’t anything specific to analyze at this time. (Item suspended.)

07/01/16, 01/30/17

100% % Complete

As of 01/25/17

1.6.2 Engage stakeholders within each K-8 school community (ASST ELEM) 07/01/16, 03/31/17

100% Facilitation structures provided for principals at each K-8 & middle

school

25% As of 11/22/16

1.6.2.1 Convene K-8 leadership committee of principals (ASST ELEM) Comments on Status: Teams have been meeting weekly since the October Board direction for all schools to facilitate a model planning process at each school with at least one classroom available.

07/01/16, 09/30/16

100% Planning Teams

Established 100%

As of 11/22/16

1.6.2.2 Facilitate K-8 principals development of planning meetings and structures to engage (ASST

ELEM) 07/01/16,

03/31/17

100% Facilitation agendas for

each stakeholder engagement meeting

25% As of 11/22/16

1.6.3 Communicate with stakeholders during K-8 planning process (ASST ELEM) Comments on Status: Principals sending invites re: planning committee in 12/16.

07/01/16, 06/30/17

100% Website info, use of

district communication resources for notifying

parent

50% As of 12/22/16

1.6.3.1 Create a communication template for use at decision points and stakeholder engagement

points in K-8 planning process (ASST ELEM) Comments on Status: Templates for planning, inviting, and communicating with the K-8 principals created with principals and shared.

07/01/16,

10/14/16 100%

Completed template 100% As of 12/22/16

1.6.3.2 Create communication content after each K-8 planning meeting, including next point of

engagement for stakeholders. (ASST ELEM) 07/01/16,

06/30/17

100% Completed communication

content within 24 hours of meeting

25% As of 11/22/16

1.6.3.3 Identify all possible communication structures that will be used for updates and meeting

notices. (ASST ELEM) 07/01/16,

10/14/16

100% List of resources to

principals 100%

As of 12/22/16

1.6.4 Report to the Board on the progress of K-8 planning and stakeholder engagement (ASST ELEM)

07/01/16, 06/30/17

100% % Complete

25% As of 01/11/17

1.6.4.1 Update Karen after each principal planning meeting regarding questions, concerns, celebrations in the planning process. (ASST ELEM)

07/01/16, 06/30/17

100% Updates during weekly

meetings. 40%

As of 12/22/16

1.6.4.2 Report to the Board at May/June Board Meeting (ASST ELEM) 07/01/16,

06/30/17 100%

Board Reports As of 12/22/16

30

13

1.7 Full-Day Kindergarten: Investigate/pursue fee-based full-day kindergarten. (06/30/17) Comments on Status: 1/11/17: Mid-year status calculated based on average progress of supporting action items.

Measure: Full Day Kindergarten Plan/Implementation

Target: 100%

80%


START/END DATE

TARGET, MEASURE

ACTUAL STATUS

1.7.1 Create and administer a needs assessment for families of early learners to learn more about needs for Pre-Elementary and Full Day Kindergarten programs. (GRANTS) Comments on Status: Completed needs assessment of families and have begun ana lysis and sharing results

09/01/16, 12/30/16

1 Number of needs

assessments 1

As of 11/22/16

1.7.2 Create and administer a needs assessment for local providers of early childhood education to learn more about professional development needs and opportunities to partner in implementing Pre-Elementary and Full Day Kindergarten programs. (GRANTS) Comments on Status: Completed needs assessment of early learning providers and have begun analysis and sharing results

07/01/16, 12/30/16

1 Number of needs

assessments 1

As of 11/22/16

1.7.3 Conduct outreach and formalize strategic partnerships with early learning providers in community regarding pre-elementary grant and full day kindergarten. (GRANTS) Comments on Status: Two major partners have been identified, but these may change or expand by

the time the FY18 grant application is due.

09/01/16, 06/30/17

2 Select 1-3 strategic

partners for collaboration in future

grant

2 As of 11/22/16

1.7.4 Implement Alaska Pre-Elementary Development Grant to provide professional development in Kindergarten Jump Start (KJS) model program and implement KJS pilot project. (FED)

02/01/17, 06/30/17

100% KJS training and pilot

project completed

As of 12/08/16

1.7.5 Facilitate principal site planning for full-day Kindergarten for tentative start in the Fall of 2017 (ASST ELEM)

07/01/16, 06/30/17

13 Completed

Kindergarten implementation plans

25 As of 01/11/17

1.7.5.1 Facilitate the development of a master schedule at each site that includes full-day

Kindergarten (ASST ELEM) Comments on Status: Defer until Spring Budget work provides clear picture.

07/01/16,

10/28/16

13 Master schedules

submitted to assistant superintendent

As of 01/21/17

1.7.5.2 Provide professional development schedule to Kindergarten teachers (ASST ELEM) Comments on Status: Dec 9, 2016 PD.

07/01/16,

10/28/16 100%

PD completed 100%

As of 12/22/16

1.7.6 Report to the Board on full-day Kindergarten at pilot sites, and readiness across the district (ASST ELEM) Comments on Status: Report will be in January 2017

07/01/16, 03/31/17

100% Board Report

80% As of 12/22/16

1.7.6.1 Present staffing and program costs of full day Kindergarten (ASST ELEM) 07/01/16,

06/30/17

100% Completed staffing costs

report 80%

As of 01/11/17

1.7.6.2 Present data from pilot sites (ASST ELEM) Comments on Status: Defer until full year AIMSWEB available.

07/01/16, 03/31/17

100% Board Report

As of 12/22/16

31

14

EFFECTIVE COMMUNICATION STRATEGIC GOALS & DISTRICT OBJECTIVES

2 Effective Communication: Establish transparent and consistent communication to increase student, parent, staff and communit y

connectedness with the District.

2.1 Parents: Ensure all parents are informed through systematic,

multi-channel delivery of relevant information. (06/30/17) Comments on Status: 1/11/17: Mid-year status calculated based on average progress of supporting action items.

Measure: Ongoing systematic

communication

Target: 100%

35%


START/END

DATE

TARGET,


2.1.1 Implement on-line cash receipting/payment collection system (ADMIN SRV) Comments on Status: Review of online demos and determination of best software options

07/01/16, 06/30/17

50% System selected

25% As of 01/25/17

2.1.2 Increase access to training materials and resources for key staff members who communicate directly with parents (principals, program leads, dept. heads, etc.) (PR) Comments on Status: Website training course and updated emergency communication guidelines created during fall semester. Updated Blackboard Connect tutorial and social media guidelines will be completed during spring semester.

07/01/16, 06/30/17

100% Increased access; training materials

50% As of 12/21/16

2.1.2.1 Review and update emergency communication guidelines for 2016 -2017. (PR ) Comments on Status: Revisit again summer 2017

07/01/16,

09/30/16 100%

% Complete 100% As of 12/21/16

2.1.2.2 Develop website training course in Canvas for web editors and teachers to assist staff in

creating and maintaining district webpages. (PR ) Comments on Status: Course created and will be fully launched districtwide in January 2017

07/01/16, 10/31/16

100% % Complete 100%

As of 12/21/16

2.1.2.3 Review and update Blackboard Connect tutorial and resource materials to reflect the changes made to the user interface for the 2016-2017 school year. (PR ) Comments on Status: An in-person training was given to principals at the beginning of the school

year, but creation of reference materials was delayed until spring semester.

07/01/16,

01/31/17 100%


2.1.2.4 Develop district protocols for creating and maintaining official social media accounts and

guidelines for account managers. (PR ) Comments on Status: priority for spring semester

07/01/16,

03/10/17 100%


2.1.3 Continue to implement high quality quarterly parent newsletters, and expand content. (SUPT) Comments on Status: 11/22/16: Two quarterly newsletters completed.

07/01/16, 06/30/17

4 Number of newsletters

2 As of 11/22/16

32

15

2.2 Staff: Ensure frequent and streamlined internal communication to keep all FNSBSD staff feeling connected. (06/30/17) Comments on Status: 1/20/17: New District Digest implemented. Personalized learning communication re-assigned to a larger team.

Measure: Frequent, streamlined staff communication

Target: 100%

50%


START/END DATE

TARGET, MEASURE

ACTUAL STATUS

2.2.1 Implement ongoing diversity training for hiring authorities, managers and general staff. (EEO) Comments on Status: 1/26/17 - New EEO now on staff, re-establishing contact with National Coalition Building Institute. With the turn-over in this position and the limited time for training (due to implementation of personalized learning) not sure we will get to this item this year. However, the

emphasis on providing professional development around culturally relevant teaching that occurred this year did provide support for diversity & inclusion.

07/01/16, 06/30/17

100% % Complete

As of 01/26/17

2.2.2 Expand on New Teacher newsletter (The Source) to use with other groups. (HR) Comments on Status: 1/25/17 - The Source has been expanded to use with all teachers this year. (Previously it was only sent to new teachers and principals). Newsletters go out weekly with a wide

variety of information.

07/01/16, 01/30/17

100% % Complete

100% As of 01/25/17

2.2.3 Implement monthly benefits newsletter. (HR) Comments on Status: 1/25/17 - Monthly newsletters from Benefits Coordinator covering various benefit plan options PLUS quarterly newsletters dedicated to specifically to the health benefit plan.

07/01/16, 01/30/17

100% % Complete

100% As of 01/25/17

2.2.4 Complete electronic district-wide training calendar which will be used as a collaboration tool for district staff to view and coordinate training opportunities. (HR) Comments on Status: 1/25/17 - Teaching and Learning currently maintain a calendar for purposes of reserving subs on days they offer professional development (Sub calendar). HR does not collaborate on

this calendar as our trainings do not typically require substitutes. We do utilize a calendar on Supervisors webpage identifying supervisory and administrative secretary training organized through human resources.

07/01/16, 02/28/17

100% % Complete

100% As of 01/25/17

2.2.5 Expand ESS (Employee Self Serve) in the MUNIS program; W-2, W-4, Direct Deposit, required training, leave balance, pay advice (ADMIN SRV) Comments on Status: MUNIS Cohort recognition and roll-out of online employee forms. W-2's posted in ESS. Cohort ownership of benefit of better utilization of system.

07/01/16, 06/30/17

100% 30% As of 01/25/17

2.2.6 Improve process for collecting content from district staff to share with public. (PR) 07/01/16,

01/31/17

As of 12/21/16

2.2.6.1 Revamp "PR Shoutout" function for staff members to submit potential news items, event

announcements, etc. for posting on district communication channels and/or sharing with news media. (PR ) Comments on Status: PR Shoutout form was revamped during the fall semester. Districtwide

promotion planned for spring semester.

07/01/16, 01/31/17

100% % Complete 90%

As of 12/21/16

2.2.6.2 Create tool for staff members to easily submit content to share on district social media

platforms. (PR ) Comments on Status: Social Spark form created and had a soft roll-out during fall semester. Districtwide promotion will take place during spring semester.

07/01/16,

03/31/17 100%


2.2.7 December 2016 update: Send emails as needed to board members regarding the wide range of information they need throughout the year to facilitate their leadership. Establish bi-weekly email updates to school board members. (SUPT) Comments on Status: 12/22/16: Shifted this goal to send frequent emails regarding any information that board members to help facilitate their leadership. This works better than bi-weekly emails. It

provides updates and information in real time and the information is more easily-consumable by board members (shorter emails).

08/15/16, 06/30/17

100% Frequent Emails / board member response or

requests

50% As of 01/21/17

33

16

2.2.8 Updated Goal: Incorporate superintendent updates into new weekly District Digest. Continue monthly all-staff emails. Address a wide variety of topics including strategic plan implementation and budget. (SUPT) Comments on Status: As a result of PR auditors visit, we've shifted to a weekly District Digest that includes superintendent updates. This is a new internal communication tool.

08/15/16,

06/30/17 100%

Number of emails 50%

As of 01/21/17

2.2.9 Expand topics in school board meeting superintendent report to include items that impact student achievement. (SUPT) Comments on Status: Superintendent's Report has proved to be a valuable tool for a wide range of topics, including student achievement.

08/02/16, 06/30/17

100% At least 20% of report

items include on student achievement

items.

50% As of 01/21/17

2.2.10 Strengthen internal connections between PR department and school/department leadership. (PR)

07/01/16, 06/30/17

100% site visits 49%

As of 12/21/16

2.2.10.1 Conduct in-person school site visits at every school during the Fall 2016 semester. (PR ) Comments on Status: Completed visits to 23 schools/alternative programs during fall semester. Will complete remaining 13 during spring semester

07/01/16, 02/28/17

36 number of

schools/programs visited 23

As of 12/21/16

2.2.10.2 Conduct in-person visits with each district department and program head during the Spring

2017 semester. (PR ) 02/01/17,

05/15/17 12

department visits

As of 01/26/17

2.2.11 Create a weekly internal all staff electronic newsletter designed for brief announcement submissions with web links to additional information or resources. (PR) Comments on Status: District Digest created and launched.

01/01/17, 06/30/17

100% As of 01/21/17

34

17

2.3 Community: Proactively communicate and invite two-way dialogue between the community and District. (06/30/17) Comments on Status: 1/11/17: Mid-year status calculated based on average progress of supporting action items.

Measure: Frequent two-way community dialogue

Target: 100%

25%


START/END DATE

TARGET, MEASURE

ACTUAL STATUS

2.3.1 Participate in and/or sponsor community groups and events related to issues of diversity. (EEO) Comments on Status: 1/26/17 - Turnover in the EEO position has delayed this objective, as well as lack of quorum at Board Diversity Committee meetings - where brainstorming and sponsoring of events occurred in the past. HR Director has been attending Fairbanks Diversity Council meetings regularly

this academic year. Planning outreach to diverse groups prior to and during upcoming recruiting season.

07/01/16, 06/30/17

10 #

As of 01/26/17

2.3.2 Conduct 2 surveys at district or community events in order to obtain insight on how the district is meeting its diversity objectives. (EEO) Comments on Status: 1/26/17 - This has not occurred due to turnover in EEO position. May be able to conduct one survey by the end of the academic year.

07/01/16, 06/30/17

2 #

As of 01/26/17

2.3.3 Collaborate with the Public Relations Department to showcase the district's diverse workforce and diverse opportunities to aid in recruitment and organizational image. (HR) Comments on Status: 1/25/17 - PR assisted with the communication of the new substitute teacher requirement used for recruiting purposes. PR also assists in recruiting by posting hard to fill job on district social media to broaden communication/recruitment efforts. Still need EEO input related to

"showcasing the district's diverse workforce"

07/01/16, 02/28/17

100% % Complete 50%

As of 01/25/17

2.3.4 Launch the MUNIS Citizen's Transparency Module on the district website. (ADMIN SRV) Comments on Status: Initial assignment of ownership of module to Budget Dept.

07/01/16, 06/30/17

100% 5% As of 01/25/17

2.3.5 Include student achievement information in communication to the community, including public presentations (chamber, rotary, quarterly newsletters, etc.) (SUPT) Comments on Status: The personalized learning and K-8 initiatives, ESSA, the new state assessment system and other topics have kept student achievement at the forefront of our district

communications.

08/15/16,

06/30/17

100% % of presentations in

which student achievement

information is included.

50% As of 01/21/17

2.3.6 Achieve greater equity in school and student group coverage in district news and press coverage. (PR)

07/01/16, 06/30/17

100% 50% As of 01/21/17

2.3.6.1 Highlight students or staff from each school in a feature story during the year that emphasizes strategic plan mission, vision, values or goals. (PR )

07/01/16, 06/30/17

34 As of 10/18/16

2.3.6.2 Increase school focused social media posts on the district's social media platforms. (PR ) 07/01/16,

06/30/17

As of 12/21/16

2.3.6.3 Implement more proactive approaches to increasing overall visibility and greater equity

among schools and student groups in local media coverage. (PR ) 07/01/16,

06/30/17

As of 10/18/16

2.4 Board Visits: Further connect sites and District through Board visits annually to every school. (06/30/17)

Measure: Board Visits to Every School

Target: 100%

35

18

PARENT & FAMILY ENGAGEMENT STRATEGIC GOALS & DISTRICT OBJECTIVES

3 Parent & Community Engagement: Engage parents and community groups with schools to facilitate a stronger learning

environment for students.

3.1 Parent Engagement Committee: Establish a standing Parent

Engagement Committee to create a more robust parent engagement approach. Update the existing Parent Involvement Policy. Create a means of honoring parent engagement throughout the year. (06/30/17)

Comments on Status: Report submitted to the school board.

Measure: Active Parent

Engagement Committee

Target: 100% 100%

3.2 Site-Level Parent Organization: Ensure every school has a parent-

led organization to promote parent engagement. (06/30/17) Comments on Status: Complete.

Measure: Parent Organization

at each site

Target: 100%

100%


START/END DATE

TARGET, MEASURE

ACTUAL STATUS

3.2.1 Monitor school PTA establishment and implementation. (SUPT) Comments on Status: 100% of schools report some type of parent organization. Most follow the national PTSA model.

07/01/16, 06/30/17

100% District-wide site implementation

100% As of 01/21/17

3.3 Business Partnerships & Community Groups: Expand partnerships

with businesses and community groups. (06/30/17) Comments on Status: 1/20/17: First Annual No One Left Behind event held. Bright Futures established. Excellent progress made this school year.

Measure: Increase Community

Partnerships

Target: 100%

50%


START/END DATE

TARGET,


3.3.1 Develop and recognize greater numbers of partnerships and increase partner engagement in the district’s strategic goals and priorities (GRANTS) Comments on Status: Approximately 10 new or expanded partnerships have been developed so far

07/01/16, 06/30/17

20 Number of active

partnerships inititiated, strengthened, or

recognized by GRaSP

10 As of 11/22/16

3.3.1.1 Explicitly focus on strategic plan in linking partners to individual schools, departments, initiatives, and the school district as a whole. (GRANTS ) Comments on Status: Focus has been on removing barriers to student learning and on expanding

opportunities for student learning.

07/01/16, 06/30/17

12 Number of partnerships

that impact strategic plan 4

As of 11/22/16

3.3.1.2 Plan and implement an expanded Partners In Education appreciation reception and give recognition to 2016 PIE award recipients. (GRANTS ) Comments on Status: Oct 14 PIE awards reception was well-attended and launched a new direction

by including not only business partners but also non-profit and faith-based community organizations that have partnered with schools and programs. The event received positive coverage in print and tv media including 2 statewide media outlets.

08/01/16, 10/30/16

60 Number of Attendees at

annual Partners In

Education appreciation reception

100 As of 11/22/16

3.3.1.3 Plan and implement a community event to recognize and support key district partners. (GRANTS ) Comments on Status: Inaugural No One Left Behind awards reception for first responders was well-attended and well-received.

07/01/16, 11/30/16

200 Number of attendees at

event 200

As of 11/22/16

36

19

3.3.1.4 Pilot new technology tools to improve recruitment, matching, relationship maintenance,

two-way communication, and recognition of Partners In Education. (Web-based forms, donor management system, volunteer management tools, etc) (GRANTS ) Comments on Status: Kindful and EventBrite have been used in our department for donor management and event ticketing, which has resulted in time savings. Volunteer Spot is still being

piloted. We have moved from paper-based to online partnership interest and agreement forms as well as an online version of the small grants application.

07/01/16, 06/30/17

4 Number of tools piloted 4

As of 11/22/16

3.3.2 Expand the number of schools and the number of students impacted by Partners In Education initiatives (such as the School Pantry Project.) (GRANTS) Comments on Status: Expanding reach of PIE through the adoption of Bright Futures framework, but additionally we have added PIE projects or partnerships at Ryan, NPMS, Denali, Hunter, Salcha, Joy,

Badger, and Woodriver.

07/01/16,

06/30/17

20% Increase in number of

schools and number of students impacted

30% As of 11/22/16

3.3.2.1 Increase the number of schools involved in or impacted by district or department level PIE

initiatives. (GRANTS ) Comments on Status: Expanding reach of PIE through the adoption of Bright Futures framework, but additionally we have added PIE projects or partnerships at Ryan, NPMS, Denali, Hunter, Salcha, Joy,

Badger, and Woodriver.

07/01/16, 06/30/17

50% Number of schools 30%

As of 11/22/16

3.3.2.2 Increase the number of students impacted by PIE initiatives. (GRANTS ) Comments on Status: Expanding reach of PIE through the adoption of Bright Futures framework,

and we have added PIE projects or partnerships at Ryan, NPMS, Denali, Hunter, Salcha, Joy, Badger, and Woodriver.

07/01/16, 06/30/17

50% Number of students 30%

As of 11/22/16

3.3.3 Support and integrate Donor Management System to provide for data collection and accounting of community donations. (ADMIN SRV)

07/01/16, 06/30/17

100% Donor Management

Support

As of 10/17/16

3.3.4 Broaden and increase outreach and engagement of minority groups. Attend Fairbanks City Council Diversity Committee meetings, invite NAACP president to quarterly lunch meetings, continue to invite FNA and TCC executive directors to quarterly lunch meetings, attend community diversity events, continue to engage Superintendents Student Achievement Focus Group, establish ESSA implementation group. (SUPT) Comments on Status: All listed meetings and events have been developed, attended, implemented, etc. as described in the goal.

08/15/16, 06/30/17

100 Ongoing

50 As of 01/21/17

37

20

ORG SUPPORT & TECHNOLOGY STRATEGIC GOALS & DISTRICT OBJECTIVES

4 Organizational Support: Create an environment that supports the needs of staff to enable a school and organizational climat e

where students thrive.

4.1 Admin Support: Re-envision district-wide administrative support

to facilitate student learning. (06/30/17) Comments on Status: 1/11/17: Mid-year status calculated based on average progress of supporting action items.

Measure: Ongoing

Target: 100%

25%


START/END

DATE

TARGET,


4.1.1 Secure grants and partnerships that support personalized learning, reduction of achievement gaps, and expanded K-8 educational opportunities. (GRANTS) Comments on Status: PreK Planning grant submitted and awarded, 9 new Partners In Education

partnerships. Grant-writing season is in the Spring

07/01/16, 06/30/17

12 Grants submitted and partnerships formed or

formalized

10 As of 11/22/16

4.1.1.1 Launch new DoDEA grant-funded "Project 360" to increase the level of social-emotional

support for military dependent and other high-risk students and increase the school engagement at the targeted schools. (GRANTS ) Comments on Status: Launch of planning year of this 5-year grant is ahead of schedule. Project

director has been hired.

08/01/16, 12/30/16

1 Launch brand new grant

1 As of 01/11/17

4.1.1.2 Provide intensive grant management training to new grant managers and offer refresher

training for all grant managers. (GRANTS ) Comments on Status: Two of four large-group trainings completed, several refresher training presentations to groups of principals have been conducted. Only 1 of 3 anticipated new gra nt

managers are on board yet, so less newbie trainings have been done so far.

09/01/16, 06/30/17

14 Trainings provided (group and individual sessions)

5 As of 11/22/16

4.1.1.3 Recruit members for district level leadership team to launch Bright Futures (or similar)

community partnership in order to meet student needs using existing resources of time, talent, and treasure. (GRANTS ) Comments on Status: The Bright Futures Fairbanks leadership team has been assembled for the

launch year.

10/01/16, 05/30/17

1 District team formed 1

As of 11/22/16

4.1.1.4 Expand number of schools and Partners In Education involved in school "Pantry Projects".

(GRANTS ) Comments on Status: Added Ryan, Badger, Denali, North Pole High, and partial at Joy

07/01/16,

06/30/17

5 Number of schools and

partners involved 4

As of 11/22/16

4.1.1.5 Support DoDEA grant-funded "Basic Training 1:1" initiative in its first year of implementation with 1st grade students at targeted schools by coordinating with district's technology department and DoDEA federal program officer to ensure project success. (GRANTS ) Comments on Status: This has been a struggle due to the district's inability to find a qualified full

time project director. The majority of the grant is on target or there has been a plan developed to achieve the performance targets given the existing staffing.

07/01/16, 06/30/17

100% Achieve all grant

performance targets

As of 01/21/17

4.1.2 Create and articulate a vision of District and school level Library Media Services as an integral part of the educational system. (CURR) Comments on Status: Monthly meetings with Secondary Librarians, cross -training with technology, articulation of role of librarians in schools.

07/01/16, 06/30/17

100% Vision articulated

50% As of 11/22/16

4.1.3 Develop district training program, communications, and tracking systems to address the changes in state mandated training for staff. (HR) Comments on Status: 1/25/17 - This item is done. Communication has gone out to employees. Employees are being very compliant in completing required training. HR is working collaboratively with FEA to offer opportunities to complete trainings in a group setting.

07/01/16, 06/30/17

100% % Complete 100%

As of 01/25/17

38

21

4.1.4 Develop and implement a job evaluation system for classified and exempt positions to ensure internal equity. (HR) Comments on Status: 1/25/17 - In the process of re-establishing the prior system of job evaluation. May need to carry forward to next year due to capacity issues and financial implications.

07/01/16, 06/30/17

100% % Complete

25% As of 01/25/17

4.1.5 Update recruitment and Hiring guide to include a section emphasizing personalized learning. (HR) Comments on Status: 1/25/17 - Document is on the supervisors webpage and is currently being revised. Screening & interviewing sections to be amended to reinforce/support the personalized

learning initiative.

07/01/16, 06/30/17

100% % Complete

25% As of 01/25/17

4.1.6 Implement electronic timekeeping, absence tracking and substitute calling system. (ADMIN SRV)

07/01/16, 06/30/17

100% 40% As of 01/25/17

4.1.7 Review administrative services workflow and internal procedures to ensure efficiency while maintaining internal controls. Focus on process improvement of all administrative services procedures. (ADMIN SRV)

07/01/16, 06/30/17 25%

As of 09/26/16

4.1.8 Expand 5D work to building principals. (SUPT) Comments on Status: Principals are approximately 50% through my 5D workshops. Feedback has been very positive. Assistant superintendents are implementing components of 5D work in their principal

meetings.

08/15/16, 06/30/17

100% Completion of 5D

Training 50%

As of 01/21/17

4.1.9 Establish regular meetings and support for assistant principals. (SUPT) Comments on Status: Regular assistant principals meetings have been established. Feedback is extremely positive. A system of support that was missing the past two years is now back in place.

07/01/16, 06/30/17

100% Meetings calendared

and peer support established.

50% As of 01/21/17

4.1.10 Improve the effectiveness of instructional paraprofessionals in meeting personalized student learning goals shared across federal programs. (FED) Comments on Status: 8/16/16: Held first of four quarterly cross program training/professional development meetings for school-based Federal Programs instructional paraprofessionals. Focus: Dr. Ott- Early Warning System; PLCs 11/18/16: Held second quarterly cross program training/professional

development meeting. Focus: Paraprofessional behavior supports; PLCs

07/01/16, 05/17/17

100% % Complete

50% As of 12/08/16

4.1.10.1 Develop quarterly cross program training/professional development meetings for school-based Federal Programs instructional paraprofessionals. (FED ) Comments on Status: 8/16/16: Held first of four quarterly cross program training/professional development meetings for school-based Federal Programs instructional paraprofessionals. Focus:

Dr. Ott- Early Warning System; PLCs 8/16/16: Pre-survey of staff needs for growth administered to instructional paraprofessionals. 11/18/16: Held second quarterly cross program

training/professional development meeting. Focus: Paraprofessional behavior supports; PLCs

07/01/16,

05/17/17 100% 50% As of 12/08/16

4.1.10.2 Create a pilot Federal Programs School Site Team at one school. Establish Federal Program

PLC teams at each* school. *Schools where there are two or more Federal Program Staff. Schools with singleton Federal Program paraprofessionals: how to provide support for data review & staff collaboration? (FED ) Comments on Status: 8/16/16: Early Warning System established as baseline for prioritizing student need for academic and behavior supports. 11/18/16: Core common vocabulary and methods introduced regarding behavior supports, using "ParaPro: Supporting the Instructional Process" by

Randy Sprick, Mickey Garrison, and Lisa Howard. 11/18/16: Template for establishing PLC meeting norms was introduced. 12/8/16: 50% of Federal Programs instructional paraprofessionals

participated in at least one PLC in the fall semester.

07/01/16,

05/17/17

100% PLCs have met a minimum

of 1X month for 30 minutes each time. Attend

teacher PLC

50% As of 12/08/16

4.1.10.3 Analyze and implement cross-program scheduling of Federal Programs instructional

paraprofessionals districtwide for maximum student benefit. (FED ) Comments on Status: 12/8/16: This goal discussed, but not yet started beyond team discussion.

07/01/16,

05/17/17

100% Cross program scheduling

implemented 10%

As of 12/08/16

39

22

4.2 Curriculum System: Redesign our curriculum system to be agile and adaptive to change, keeping materials and resources relevant. (06/30/17) Comments on Status: 1/11/17: Mid-year status calculated based on average progress of supporting action items.

Measure: Curriculum System Redesign

Target: 100%

25%


START/END DATE

TARGET, MEASURE

ACTUAL STATUS

4.2.1 Discuss and develop a multi-disciplinary academic plan with the Sec Asst Superintendent and Director of Personalized Learning to provide viable academic options for secondary students enrolled in the districts discipline program.

07/01/16, 06/30/17

100% Review and assess plan

10% As of 01/02/17

4.2.2 Develop a plan with options for students in discipline status who choose to not attend SMART - expand the opportunities students/families have to continue their academics through online learning options.

07/01/16, 06/30/17

20 Assess increased

enrollment numbers in SMART

0 As of 01/02/17

4.3 Quality Teaching: Implement New Educator Evaluation

Framework. (06/30/17) Comments on Status: 1/11/17: Mid-year status calculated based on average progress of supporting action items.

Measure: Implementation of

Danielson Framework

Target: 100%

40%


START/END

DATE

TARGET,


4.3.1 Create a District professional development plan that provides both targeted and systemic professional learning that leads to increased student learning. (CURR) Comments on Status: 11/21/16 - Team meeting to establish goals prior to Learning Forward. 2/1/16 -

District Team going to Learning Forward conference to support plan develop ment.

07/01/16, 06/30/17

100 PD Plan developed

25 As of 11/22/16

4.3.2 Implement new software (OASIS & MLP) for certified staff evaluations and professional development. (HR) Comments on Status: 1/25/17 - Continuing to work with software vendor to prepare system for implementation of the electronic evaluation process. Anticipated implementation is now Fall 2017.

MLP – My Learning Plan will be used by Teaching and Learning for professional development. This will follow implementation of the evaluation process.

07/01/16, 06/30/17

100% % Complete 50%

As of 01/25/17

4.3.3 Support classroom based Mutli-Tiered Systems of Support in each elementary school as outlined in each school's MTSS plan with the goal of increasing student learning. (FED)

07/01/16, 06/30/17

100% On target; classroom

support

As of 12/08/16

4.3.4 Shift teacher evaluation dialogue to HR, in coordination with assistant superintendents and FEA. (SUPT) Comments on Status: The transition of the technical and labor relations aspects of teacher evaluation have been shifted to HR. Wendy has taken over much of this work, and has established regular

meetings with FEA to discuss a variety of topics, including teacher evaluation. The Teaching and Learning Department now focuses primarily on professional development for teachers and

administrators to support quality teacher evaluation.

07/01/16, 06/30/17

100% Regular HR meetings

with FEA President 100%

As of 01/21/17

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4.4 Teacher Collaboration: Improve the effectiveness of Professional Learning Communities (PLCs). (06/30/17) Comments on Status: 1/11/17: Mid-year status calculated based on average progress of supporting action items.

Measure: Ongoing

Target: 100%

50%


START/END DATE

TARGET, MEASURE

ACTUAL STATUS

4.4.1 Implement district-wide PLC training for site teams. Invite FEA president to attend. Follow up through principal meetings and monthly meetings with FEA president. (SUPT) Comments on Status: October PLC training for teams from every school was held in October. PLC's continue to be a topic of Superintendent/FEA President meetings. I've also included it as an ongoing topic for the new Article 521 meetings that resulted from FEA negotiations.

07/01/16, 06/30/17

100% October Training

Complete 100%

As of 01/21/17

4.5 School Buildings: Develop facility plan to address changing delivery needs & declining enrollment by end of 2015. (06/30/17)

Measure: Ongoing

Target: 100%


START/END DATE

TARGET, MEASURE

ACTUAL STATUS

4.5.1 Develop a plan with Asst Superintendent for the SMART program to relocate within, or outside of the administrative center. (ASST SUPT SEC) Comments on Status: Until we access an alternative building site, there is no progress on this objective.

07/01/16, 06/30/17

100% Assess newly created

plan with Superintendent

As of 01/02/17

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24

4.6 Culture: Strengthen employee relations to support the mission and instill a culture of continuous improvement. (06/30/17) Comments on Status: I had a bit of a glitch in the process that I was trying to use to build "Team" and did not have buy in from the group of leads I was working with. I went back to the drawing board and worked with Karen M and she presented her power point presentation on Technical change vs Adaptive change. I feel that after the second presentation and the work we did as a group we now have a better and common understanding of the difference of the two types of change and what can be done for each. We should now be able to move forward together as a team now with a common definition that will help us identify change we can work on and change that just takes time to adjust to.

Measure: Improved Engagement Score; Staff Survey Input

Target: 100%

40%


START/END DATE

TARGET, MEASURE

ACTUAL STATUS

4.6.1 Increase communication (FMD) Comments on Status: We have been sending communication to our lead custodians on a daily basis and have used our biweekly safety meeting for the maintenance staff to commun icate with them.

07/01/16, 06/30/17

100% % complete 50%

As of 01/23/17

4.6.1.1 Daily e-mail communication to custodial staff (FMD ) Comments on Status: This has been happening on a daily basis. We send our sub list and add relevant comments for the day.

07/01/16, 06/30/17

100% % complete 50%

As of 01/23/17

4.6.1.2 contribute to the superintendent staff e-mail (FMD ) Comments on Status: I have not contributed to the superintendent staff e-mail

09/01/16,

05/30/18 4

monthly

As of 01/23/17

4.6.1.3 Safety meetings for maintenance staff (FMD ) Comments on Status: We have a "pay day Friday" safety meeting bi weekly with a relevant topic for the crew.

07/01/16, 06/30/17

26 By weekly 13

As of 01/23/17

4.6.1.4 FMD management meeting (FMD ) Comments on Status: We have these meetings once a week to discuss coordination issues with the other trades within our department. We have moved away from a recap of last week to

coordination of what we have coming up. We have a "scoreboard" on our wall that we update on a regular basis to keep us on track and moving in the direction that we set out. As projects progress, the progress is shown on our line chart.

07/01/16, 06/30/17

52 weekly 22

As of 01/23/17

4.6.2 Increase training (FMD) Comments on Status: We are increasing our training opportunities. We had training in September and we have training scheduled for Feb. 3rd, a teachers in-service day. We will be bringing our custodial

staff together for a few hours and will have training available in a number of areas. We have not done this at this time of year before and hope that we have everyone current on their training by the end of that day.

07/01/16, 11/06/17

100% % complete

50% As of 01/23/17

4.6.2.1 Develop a comprehensive onboarding process (FMD ) Comments on Status: We have developed an on boarding process that includes 44 different types of

information. Our managers sit down with our new employee to discuss the different items and where to go if they need more information. Some of the items vary depending on the employee's job description. This is done the same day that HR does their orientation. I think this has helped our

new employees because it answers a lot of questions that they would not even think of until some time later. We have also assigned the new employee to a specific person for the first few weeks so

that they have someone they can go to if they have questions.

07/01/16, 11/06/17

100% % complete 90%

As of 01/23/17

4.6.2.2 Pilot a Trainer/Inspector program to develop our custodial workforce and mentor lead

custodians and school teams (FMD ) Comments on Status: We hired two classified "zone leads" in place of our exempt zone managers. The goal of the pilot is to expose current lead custodians that may have a desire to be exempt

managers to the duties without having to give up the security they have as union employees. We hired two of them in October and they have worked out really nice. Because they are part of the union, they are able to sub in the schools when someone is out right alongside our custodial staff

and work with them on the processes they use. Last year we went from a zone cleaning way of doing our work to task based cleaning which requires employees to work together on a team to

07/01/16, 10/02/17

100% % complete 100%

As of 01/30/17

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accomplish the work. The "pilot" is going well. It is scheduled to run through the end of the school

year at which time we will decide how to proceed.

4.6.2.3 Fred Pryor management training for exempt supervisors (FMD ) Comments on Status: We have employees signed up to take the classes but we have not had anyone

attend any of the classes to date.

07/01/16,

11/06/17

2 Minium of two sessions

per employee

As of 01/23/17

4.6.2.4 Playground inspectors certification for the grounds crew (FMD ) Comments on Status: The grounds crew knows that they need to take the classes, they will be offered in the spring and they will attend.

07/01/16, 11/06/17

100% certification class

As of 01/23/17

4.6.3 Consistently follow up (FMD) Comments on Status: We talk about "don't expect what you don't inspect" and have been following up on projects and work that we have taken on. Our Lead Zones have been in the schools following up on Day Custodians to see that they are meeting expectations. They work with the crews on a daily basis

and helping the leads make corrections where needed.

07/01/16, 06/30/17

100% % complete

50% As of 01/23/17

4.6.3.1 Employee performance review Custodial will be an inspection report Maintenance will be an audit of a work week (FMD ) Comments on Status: We have done custodial inspections and we have do maintenance audits on a daily basis as part of our W/O close out process.

07/01/16,

06/30/17 2

2 reviews per employee 1 As of 01/23/17

4.6.3.2 Keep our project score card up to date on a weekly basis (FMD ) Comments on Status: We have found the "score card" to be a useful graph. Mark updates it once a

month and we have been moving forward with the projects on the graph. We have materials ordered for projects that are on the agenda for this summer, we finished a couple of the projects during the winter break and plan to do one during spring break.

07/01/16, 06/30/17

100% Updated at our weekly BIM 50%

As of 01/23/17

4.6.3.3 Super Lead Custodial school team review (FMD ) Comments on Status: Before the winter break, all schools were reviewed, changes were made and

all schools are now using the process laid out. During the review, we found that we had custodial teams working different hours that made it difficult to work as a team. We worked on a schedule that is consistent across the department and hope the changes help the process.

07/01/16, 06/30/17

31 Super leads will evaluate process and success of

each custodial crew

31 As of 01/23/17

4.6.4 Increase effectiveness of Teaching & Learning Department staff by both cross training and providing a mentoring framework. (CURR) Comments on Status: As of 12/16, secondary librarians have been trained on supporting technology needs at school/classroom level. Mentors and ITT's have practice cross training. Initial meeting with

ASMP regarding implementation of mentoring framework.

07/01/16, 06/30/17

100% % Complete

30% As of 11/22/16

4.6.5 Expand informational newsletters to staff including both broad and targeted groups. (HR) Comments on Status: 1/25/17 - Implementing a newsletter to substitute and temporary employees to

go our each semester.

07/01/16, 06/30/17

100% % Complete 50%

As of 01/25/17

4.6.6 Establish professional development plans for every employee in the administrative services department that align with employee and department goals. (ADMIN SRV)

07/01/16, 06/30/17

100% PD Plans established

As of 10/17/16

43

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5.1 Tech Support: Restructure site-level technology support. (TECH)

(06/30/17) Comments on Status: 1/11/17: Mid-year status calculated based on average progress of supporting action items. 6 new School Support Technicians have been hired to provide site level tech support.

Measure: Ongoing

Target: 100% 75%


START/END DATE

TARGET, MEASURE

ACTUAL STATUS

5.1.1 Refine tech support methodology - New Support Center concept (TECH) Comments on Status: New Support Center is operational with extended support hours

07/01/16, 06/30/17

100% % Complete

100% As of 11/22/16

5.1.2 Leverage use of student support techs through Work Based Learning program (TECH) Comments on Status: 1/11/17: Mid-year status calculated based on average progress of supporting

action items. Tech jobs have been identified and are waiting to be filled

07/01/16, 06/30/17

100% % Complete

50% As of 01/11/17

5.2 Virtual Learning: Expand student access to online courses including both hardware and fees. (06/30/17) Comments on Status: eLearning enrollment has far exceeded expectation. Initial student success rates will be calculated after first semester.

Measure: Expanded online courses

Target: 100%

50%


START/END DATE

TARGET, MEASURE

ACTUAL STATUS

5.2.1 Support eLearning courses, lab facilitators and online teachers through training and

four professional development opportunities - one each quarter. Comments on Status: Professional development and eLearning support is ongoing.

07/01/16, 06/30/17

100% Attendance at PD

opportunities by all staff affiliated with

eLearning.

50% As of 01/21/17

5.2.2 Monitor and trouble shoot eLearning courseware. Comments on Status: Ongoing.

07/01/16, 06/30/17

100% Address each concern and track responses

from Director of Tech, or APEX

50% As of 01/21/17

5.2.3 Promote eLearning with parents and community members. (SUPT) Comments on Status: Ongoing promotion and dialogue with students, parents, counselors and staff. eLearning enrollments have far exceeded expectation.

07/01/16, 06/30/17

100% Dialogue,

presentations, newsletters, etc.

throughout the year.

50% As of 01/21/17

44

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5.3 Technology in the Classroom: Build a plan to move into the digital future starting with digital content and technology for teachers, followed by 1:1. (TECH) (06/30/17) Comments on Status: An inventory of available digital content is in progress in preparation for personalized learning.

Measure: Technology Plan/Roadmap

Target: 100%

50%


START/END DATE

TARGET, MEASURE

ACTUAL STATUS

5.3.1 Support teachers in use of technology / BYOD to support student learning, specifically by increasing Canvas use by teachers and increasing use of devices to engage students in effective instruction. (CURR) Comments on Status: 11/16 - Canvas support continues to grow. Trainings scheduled for spring 2017. BYOD increasing at several schools

07/01/16, 06/30/17

% of teachers using

Canvas and participating in BYOD

30% As of 01/25/17

5.4 IT Infrastructure: Continue the IT infrastructure upgrade. (TECH)

(06/30/17) Comments on Status: 1/11/17: Mid-year status calculated based on average progress of supporting action items. Two thirds of the school buildings have been recabled and network infratructure had been upgraded.

Measure: IT Infrastructure

Upgrade

Target: 100%

75%


START/END DATE

TARGET,


5.4.1 Provide wireless access points to every classroom (TECH) Comments on Status: The re-cabling of schools is continuing and wireless access points are increasing

toward the goal of 1 per classroom.

07/01/16, 06/30/17

100% % Complete

75% As of 11/22/16

5.4.2 Network upgrades at every location to improve access and performance (speed of network) (TECH)

07/01/16, 06/30/17

100% % Complete

75% As of 11/22/16

Not Started

Deferred

On Target

Off Target

Waiting on Someone

Cri tica l Achieved

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DISTRICT SCORECARD OVERVIEW

Measure 2014-15

EOY Actual

2015-16

EOY Actual

2016-17

YTD Actual

2016-17

EOY Target

Graduation Rate (4 year) 75.30% 74.50% 100%

Graduation Rate (5 year) 78.60% 80.70%

Dropout Rate (7-12) 4.30% 4.30% 0

Student Performance/AK Standards (All)

Native Alaskan

African American

Asian

Caucasian

Average Class Size (Overall) 22.9 25.5

Kindergarten 21 22.5

Grades 1-3 23.80 24

Grades 4-6 25 26

Middle School 23.10 26.5

High School 21.80 28.5

Student Enrollment (Total) 13,765 13,850 13,771 FY18 projected =

13,700

Elementary (K-6) 7,887 7,898 7,938

Junior High (7-8) 1,979 2,063 2,053

Senior High (9-12) 3,899 3,889 3,780

Teacher Retention/Average Turnover

Rate

9.9% 9.4% 2 yr average: 9.6% 10% or below

Staff Turnover/Retention Rate 14% 16.9% 2 yr average: 15.4%

Teacher Evaluations

Employee Engagement (Employee

Survey/NPS Score – All)

Administrative: + 13.8%

Instructional: -13.8%

Support: -14.7%

-10.5% *Feb Climate Survey

to Inform

Balanced Budget (Operating Fund vs.

Approved Budget)

Operating Fund:

$245,624,490

Approved Budget:

$281,564,150

Operating Fund:

$205,747,148

Approved Budget:

$240,140,978

Operating Fund:

$206,865,586

Approved Budget:

$241,335,317

Supplemental Funding/Grants Awarded

(Total Overall)

$13,049,476.00

$17,035,469.74

$16,657,465.60

Competitive Total $2,146,311.00 $3,340,894.90 $3,241,521.00

Formula Total $10,684,258.00 $13,525,383.48 $13,214,579.60

Subaward $218,907.00 $169,191.36 $40,000.00

46

PARENT ENGAGEMENT

COMMITTEE REPORT

47

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FAIRBANKS!NORTH!STAR!BOROUGH!BOARD!OF!EDUCATION!

PARENT'ENGAGEMENT'COMMITTEE'REPORT'September!2016!

The Parent Engagement Committee wishes to thank the FNSBSD School Board for the opportunity to make recommendations for improving parent engagement and ensuring parents are active partners in their child’s education. The recommendations in this report, if enacted, have the potential to significantly improve the overall effectiveness of schools and individual student success.

COMMITTEE MEMBERS

Sue Hull, Chair Kelly Atlee Kristen Freiburger John Gregor Bobbi Hamilton Meredith Lanis Peter Lizardi Jodi Rhoades Becky Williams Teffonie Wyman

RESEARCH FOUNDATION

Decades of research has established parent involvement as the most consistent predictor of student success. Research also shows that the policies, programs, and day-to-day interactions of leaders and staff at both the school and district level have a profound impact on parent involvement. A comprehensive approach to parent engagement results in the greatest gains. (See insert.)

COMMITTEE FORMATION

The Parent Involvement Committee is a newly established standing committee of the School Board, created in September 2015. The committee has met on a monthly basis since its first meeting on Dec. 8, 2015. This report is its first report to the Board.

A New Wave of Evidence: The Impact of School, Family, and Community Connections on Student Achievement by Anne T. Henderson and Karen L. Mapp

A review of the research concludes that there is a positive and convincing relationship between family involvement and student success, regardless of race/ethnicity, class, or parents’ level of education.

To put it another way, when families are involved in their children’s learning both at home and at school, their children do better in school. The report also points to specific types of involvement as being especially beneficial to children’s academic success.

Finding 1: Involvement programs that link to learning improve student achievement. It’s simple: The more parent and community involvement activities focus on improving student learning, the more student learning improves

Finding 2: Speaking up for children protects and promotes their success. Children whose parents are advocates for them at school are more confident at school and take on and achieve more. The more families advocate for their children and support their children’s progress, the longer their children stay in school and the better their children do.

Finding 3:All families can contribute to their children’s success. Family involvement improves student success, regardless of race/ethnicity, class, or parents’ level of education. For involvement to happen, however, principals, teachers, and parents themselves must believe that all parents can contribute to their children’s success in school.

-- National PTA

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COMMITTEE DELIBERATIONS

The Parent Engagement Committee examined a range of factors impacting parent engagement and potential strategies for improvement, including the following:

• Existing tools and practices in FNSBSD schools• Gaps in current service• Areas of existing concern• Barriers and strategies for under-involved groups• Innovative national programs and strategies• Promising practices observed in other districts• New ideas to address specific local needs or gaps in service

The committee made a conscious effort to recognize and address the needs of parents who have not traditionally been involved. Socio-economic status, ethnicity, and/or the demands on today's working families require extra attention to reduce barriers and create new ways to engage. The

committee encourages board members to seek greater diversity as they choose representatives to the committee, so as to ensure broader representation. The best recommendations will surface when there are more perspectives at the table, regarding barriers, incentives, and key motivators for parents.

NATIONAL STANDARDS FOR FAMILY-SCHOOL PARTNERSHIPS

The committee voted at its first meeting to use the National Standards for Family-School Partnerships as the structure for its recommendations. (See insert.)

Like the academic standards used to develop curricula, the six national standards provide a concrete structure for examining various types of engagement. Comprehensive programs have been shown to have greater impact, so using the standards helped the group look broadly at the strategies necessary to truly make a difference.

National Standards for Family-School Partnerships

Standard 1: Welcoming all families into the school community—Families are active participants in the life of the school, and feel welcomed, valued, and connected to each other, to school staff, and to what students are learning and doing in class.

Standard 2: Communicating effectively—Families and school staff engage in regular, meaningful communication about student learning.

Standard 3: Supporting student success—Families and school staff continuously collaborate to support students’ learning and healthy development both at home and at school, and have regular opportunities to strengthen their knowledge and skills to do so effectively.

Standard 4: Speaking up for every child—Families are empowered to be advocates for their own and other children, to ensure that students are treated fairly and have access to learning opportunities that will support their success.

Standard 5: Sharing power—Families and school staff are equal partners in decisions that affect children and families and together inform, influence, and create policies, practices, and programs.

Standard 6: Collaborating with community—Families and school staff collaborate with community members to connect students, families, and staff to expanded learning opportunities, community services, and civic participation.

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PARENT SURVEY

The school district Power of Partnerships Family Survey was developed from a survey originally created by the national PTA aligned to the six National Standards for Family-School Partnerships. The survey launched Feb. 15, 2016 in conjunction with spring semester parent teacher conferences Feb. 15 and 16.

Printed copies of the survey, promotional flyers, table tents, and reminder cards were provided to each school before the start of conferences to help encourage participation. The printed survey was translated into Spanish at the request of a staff member at Joy Elementary. The district posted announcements on the website and social media feeds and paid for advertising on Facebook to promote the survey. In addition to paper copies, the survey was made available online through Survey Monkey.

Responses were collected for two months, from Feb. 10 until April 14, 2016. The survey generated 592 responses, with 290 respondents completing the survey online and 302 completing the printed version. The data from the printed surveys was manually entered into Survey Monkey. Arctic Light and Joy Elementary Schools had the highest response rates, with 96 and 77 total responses respectively. A copy of the survey and the full final results are included in under Appendix 1.

PARENT INVOLVEMENT POLICY

The FNSBSD current Policy 1154 Parent Involvement was last revised in 2003. Additional policies on this topic Policy 1154.1 and Policy 1154.2 were adopted in 1988 and 1987 respectively. All three policies are due for revision. The latter two are random topics that could effectively be addressed in a comprehensive parent involvement policy. Since School Board policy guides administrative regulation and school level policies, the committee felt the creation of a new parent involvement policy deserved to be a standalone recommendation, in order to ensure the other recommendations are given adequate attention. An example of such a policy is included in this report in Appendix 2.

RECOMMENDATION: The Parent Engagement Committee recommends the adoption of a new policy that combines the three existing parent involvement policies into one clear, comprehensive and strategic policy. Further, the committee recommends that the policy:

1. Be entitled Policy 1154 Parent Engagement;

2. Be structured around components similar to those delineated in the National Standards forParent-Family Partnerships to ensure comprehensive breadth; and

3. Establish the core philosophy, expectations and foundational guidelines of a strong,proactive parent engagement program, including recommendations from this report whereappropriate.

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PRIORITY RECOMMENDATIONS

The Parent Engagement Committee believes the priority recommendations below will have the greatest impact on parent engagement. These crucial components are also included under the standards and are marked with three asterisks (***).

1. Inclusive Interactions: All parentsshould be treated with respect andcourtesy. Extra attention should be givento those who may feel uncomfortableengaging with the school. (Standard 1)

2. Welcoming Environment: Create awelcoming environment that reinforces acustomer service culture and respecttoward parents. (Standard 1)

3. Back to School Event: Hold an annualBack to School event, if possible prior tothe start of school, to welcome familiesand students, provide school tours, andopportunities to meet school staff.(Standard 1)

4. Parent/Principal Interaction: Provideregular opportunities for parents to meetwith the principal in large groups, smallgroups, or one-on-one as needed. Forexample, holding a monthly Brown BagLunch with the Principal. (Standard 2)

5. Regular Classroom Communication:Every teacher should be expected tocommunicate regularly with student familiesthroughout each term. (Standard 2)

6. "How to Coach": Develop tools (onlineand paper) to inform parents about howto appropriately assist with homework,do's and don'ts, and links to onlineinformation about helping students athome. Highlight on school and districtweb sites.

7. Textbook Availability: Provide physicalcopies of textbooks to families who don’thave computers at home. Ensure

parents are given instructions and guidelines to use online texts. (Standard 3)

8. "Keys to Effective Problem Solving":Distribute and promote this brochure forsolving problems, displaying it nearschool entrance and including it onschool and district web sites.Recommend it be distributed after thefirst thirty days. (Standard 4)

9. Parents as Advocates: Develop astanding procedure for informing andengaging parents as advocates forschools. (Standard 4)

10. Conference Scheduling: Utilizesoftware that enables parents toschedule their own appointments forparent teacher conferences, such asMyConferenceTime. (Standard 4)

11. Parent-Teacher Association: Maintaina parent-teacher association at eachschool and at the district level. Clarifythat parent participation shall not belimited to paying members. Theassociation should be required to haveliability insurance. (Standard 5)

12. Golden Apple Award: Establish ameans of honoring parents and parent-teacher associations as valued partners.(Standard 5)

13. Work Credit: Develop a means forstudents to earn academic credit andelective credit through work andvolunteer opportunities within thecommunity. (Standard 6)

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Standard 1: Welcoming All Families into the School Community—Families are active participants in the life of the school, and feel welcomed, valued, and connected to each other, to school staff, and to what students are learning and doing in class.

CRUCIAL COMPONENTS

• *** Inclusive Interactions and Welcoming Protocols: All parents should be treated withrespect and courtesy. Extra attention should be given to those who may feeluncomfortable engaging with the school.

o Main Office Protocols: Develop specific welcoming protocols for school frontdesk employees, including sample language for greeting, resolving concerns, etc.

o Principal Interactions: Ensure principal interactions/activities with parents are notlimited to the parent teacher association.

o Staff Interactions: Ensure all staff members are welcoming and inclusive in theirinteractions with parents.

o Continuous Improvement: Consistently seek to remove barriers to familiesfeeling welcomed.

• ***Welcoming Environment: Create a welcoming environment that reinforces acustomer service culture and respect toward parents.

o Signage: Display welcoming signage at schools and district buildings; considerincluding multiple languages to be inclusive of ethnicities and cultures.

o Parent Bulletin Board: Maintain a parent-focused bulletin board near the mainentrance of the school to encourage involvement and provide information.

o Open Visitation Policy: Maintain an open visitation policy for parents in theschool and classrooms.

o Computer Access: Ensure every school allows access to computers for familieswho may not have them at home and, if and where possible, have a computernear the main entrance for registration and other parent uses.

• *** Back to School Event: Hold an annual Back to School event, if possible prior to thestart of school, to welcome families and students, provide school tours, and opportunitiesto meet school staff.

• Parent Portal: Strengthen the existing parent portal to include the following:

o Enhanced Welcome: Encouragement to get involved.

o Parent Engagement Page: General information about how to get involved, thesix types of involvement, research findings, and so forth.

o School Links: Links to individual school pages with additional welcoming andparent engagement information.

o Parent Feedback Mechanism: Feedback to the district and each school.

o Parent Engagement Committee: Link to committee agendas, information, andfeedback directly to the committee.

o New Student Welcome Portal: include Fairbanks info, community resources, coldweather guidelines, FAQs, etc., and provide similar templates for school anddepartment web pages.

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6!

• Customer Service Suggestion Box: Provide a means of getting customer servicefeedback from parents who may not have access electronically. Use forms with questionssuch as: Did you feel welcomed? What could we do to improve?

STRATEGIES TO PROMOTE

• School Ambassadors: Encourage school district staff to act as ambassadors outside ofschool grounds.

• Parent Resource Center: Create a place (near the main entrance if possible) whereparents could check out resources, relax while waiting, do volunteer work, and so forth.

• Parent Advocates: Where possible, have parent advocates and/or liaisons available inthe school building.

• Winter Gear Exchange: Provide opportunity for families to exchange outgrown wintergear with other families and meet other parents during the process.

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Standard 2: Communicating Effectively – Families and school staff engage in regular, meaningful communication about student learning.

CRUCIAL COMPONENTS

• ***Parent/Principal Interaction: Provide regular opportunities for parents to meet withthe principal in large groups, small groups, or one-on-one as needed. For example, amonthly Brown Bag Lunch with the principal.

• ***Regular Classroom Communication: Every teacher should be expected tocommunicate regularly with student families.

• Best Means of Communication: Annually establish parent preferences regardingmeans (paper or electronic) for disseminating newsletters and other school levelcommunications to families.

• Text Notification: Ensure parents are aware of the option to receive text messages.

• Communication Helps for Parents: Develop “How to Communicate with Your Child'sTeacher” resources: best times/ways to contact a teacher, sample language forcommunicating concerns, tips for success.

• School Change: Ensure parents are alerted to changes in school policies/programs andhave opportunity to give input.

• Outreach to Under-involved Populations: Examine and improve communication withfamilies not traditionally involved.

• Translation Services: Inform parents of available translation services at the school.

• Web Site Marketing: Actively promote material available on the website, such as theParent Portal described in Standard 1.


• Mini-Surveys: Promote frequent use of mini-surveys (1-2 questions) to encourage two-way communication.

• Personal Communication: Encourage personal phone calls to parents to compliment achild or communicate when a student falls behind; utilize the “two positives for everynegative" approach. Encourage teachers to call two parents a week.

• Outdoor Reader Board: Where possible, have a reader board with upcoming eventsthat is updated regularly.

• Advance Notice: Encourage notifications regarding school activities be sent out severaltimes before the event. Endeavor to avoid date conflicts with feeder schools.

• Positive Communication: Promote positive communication from teachers/staff; provideregular reminders and sample conversational cues.

• Two-way Communication: Encourage two-way communication, rather than just sendingout information.

• P/T Conference Transportation: Examine the possibility of providing transportation forparents to parent/teacher conferences.

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8!

GOOD IDEAS

• Classroom Group Communication: Consider a group communication tool forclassroom use, such as a closed group Facebook page.

• Communication Apps: Consider using two-way communication system apps, suchClass Dojo or Bloomz. (See Appendix 3.)

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9!

Standard 3: Supporting Student Success – Families and school staff continuously collaborate to support students’ learning and healthy development both at home and at school, and have regular opportunities to strengthen their knowledge and skills to do so effectively.

CRUCIAL COMPONENTS

• ***Textbook Availability: Provide physical copies of textbooks for families who don’thave computers at home. Ensure parents are given instructions and guidelines to useonline texts effectively.

• ***"How to Coach": Develop tools (online and paper) to inform parents about how toassist with homework, do's and don'ts, and links to online information about helpingstudents at home. Highlight these tools on both school and district web sites. (SeeAppendix 4.)

• Secondary Student Expectations: Clearly communicate graduation requirements,course selection options, and other key information for secondary students.

• Parent Volunteer Program: Establish and promote a parent volunteer program thatutilizes the many ways parents can give their time to provide support, both in the schooland at home. (See Appendix 5.)

• Volunteer Clearinghouse: Create a “clearinghouse” style tool for staff members to postvolunteer opportunities for parents to see and select; link to requirements for volunteeringand fundraising.

• College and Career Information: Provide families of secondary students with regularopportunities to receive and discuss information about college and career planning.

• Parent Notifications: Alert parents as soon as possible when students are fallingbehind. Teachers should be aware of families who don’t have access to PowerSchooland utilize other means of communication.

• Parent/Teacher Conferences: Structured for maximum participation and meaningfulcommunication about student academics. Teachers should avoid taking personal leaveduring conferences.

• Family Learning Activities: Every school should host evening events where parentsand students can learn together and schools communicate how parents can supportstudent success.

• Parent University: Hold an annual, district-level parent university with an array ofclasses for parents about supporting student success, community resources, andcollege/career planning. (See Appendix 6.)

• Learning Links: Expand "how to" information for parents regarding the learning links,state databases, and other electronic resources available in the Parent Portal or utilizedby students outside of school.

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10!


• Dual Credit Opportunities: Raise parent awareness of opportunities for students to earndual credit from other institutions or programs.

• Credit Recovery Opportunities: Notify parents of available credit recovery opportunitieswhen a student fails a class.

• High School Class Nights: Offer an evening training for parents of students in each highschool grade level. Explain upcoming deadlines, academic resources, college and careerresources, and other relevant information.

• Parent Academic Advancement: Connect parents with community resources toadvance their own education.

• Family Volunteering: Extend volunteer opportunities to other family members.

• Student Success Workshops: Provide special training to middle school students whoreceive one or more failing grades (and invite their parents) after the end of first term.

• Homework Policy: Examine the research related to the merits of homework at variousgrade levels and consider setting new homework policies.

GOOD IDEAS

• Parent Tutorials: Create online parent tutorials for helping students at home in academicsubjects, college and career planning, and how to resolve concerns.

• Alternative to Suspension: Investigate alternatives to suspension, such as meditationor allowing the student to attend school if a parent accompanies him/her.

57

11!

Standard 4: Speaking Up for Every Child – Families are empowered to be advocates for their own and other children, to ensure that students are treated fairly and have access to learning opportunities that will support their success.

CRUCIAL COMPONENTS

• ***"Keys to Effective Problem Solving": Distribute and promote this brochure for solvingproblems, displaying it near school entrance, and including it on school and district websites. Recommend it be distributed after the first 30 days of school. (See Appendix 7.)

• ***Parents as Advocates: Develop a standing procedure for informing and engagingparents as advocates for schools.

• ***Conference Scheduling: Utilize software that enables parents to schedule their ownappointments for parent teacher conferences, such as MyConferenceTime. (SeeAppendix 8.)

• PTA Advocacy: Support and encourage both school and district-level PTA's in advocacyefforts.

• Parent Representation on Committees: Include parent representatives on all schooland district committees, unless inappropriate due to student privacy concerns. Raiseawareness through a variety of means, including phone calls and non-traditional means ofrecruitment.

• Relevant Meeting Agendas: Ensure agenda topics for parent-teacher associationmeetings are meaningful and relevant. District could provide examples of such topics ateach school level.

• Advocacy Information: Produce documents informing parents about major issues, suchas the school budget, instructional innovation, and other issues of concern to parents.Ensure parents are aware of these materials through text notification and PowerSchool.


• Advocacy Class: Create an advocacy class for parents, with instruction about how tospeak up for your student and others, and include the class in the Parent University.

• "Courageous Parent: Successful Student": Develop a course (or invite an outsideexpert) to train parents regarding how to advocate for their student, include information onadvocating for all students as well. If possible, have the course offered both in person andas a self-paced online course.

GOOD IDEAS

• Academic Parent Teacher Teams (APTT): Consider establishing the nationallyrecognized Academic Parent Teacher Teams program that has been shown to showacademic gains for students. (See Appendix 9.)

• NPTA School of Excellence Award: Consider applying for the National PTA School ofExcellence Award, a recognition program for schools that enrich the educationalexperience and overall well-being of all students. (See Appendix 10.)

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12!

Standard 5: Sharing Power – Families and school staff are equal partners in decisions that affect children and families and together inform, influence, and create policies, practices, and programs.

CRUCIAL COMPONENTS

• ***Parent-Teacher Association: Maintain a parent-teacher association at each schooland at the district level. Clarify that parent participation shall not be limited to payingmembers. The association should be required to have liability insurance.

• ***Golden Apple Award: Establish a means of honoring parents and/or parent-teacherassociations on a regular basis as valued partners in the education of children. (SeeAppendix 11.)

• Open Classroom Policy: Ensure all parents are welcome in the classroom at any time.

• Parent Engagement Awareness Campaign: Conduct an annual campaign to raiseawareness of the value of parent engagement.

• Parent Engagement Component in Evaluations: Make certain parent engagement isan integral component of teacher, principal, and superintendent evaluations. (SeeAppendix 12.)

• Administrative Leadership: Principals and the superintendent should meet regularlywith parents to engage them in school and district issues.

• Volunteer Recognition: Conduct an annual volunteer recognition event at the schooland district levels.


• Parent Engagement Coordinators: Identify a parent support coordinator at each schooland at the district level. Where funds are limited, consider using extra duty contracts orsmall stipends.

• "How Early, How Often and How Well?": Conduct an annual evaluation of "HowEarly?", "How Often," and “How Well?" parents are engaged in decision-making related tochanges in school and district policy.

• Participation Incentives: Provide incentives for parents to come to the school tovolunteer or to eat lunch/breakfast with students, such as "Bring Your Parent to School"Day, Pride Coupons, or a free school lunch.

GOOD IDEAS

• Site-Based Decision-Making: Consider establishing site-based decision-making modelfor budget utilization, policy oversight, and/or instructional innovation.

• "Three for Me": Consider the "Three for Me" volunteer program where parents are askedto volunteer three hours during the school year. (See Appendix 13.)

• National Network of Partnership Schools: Investigate the possibility of joining theJohns Hopkins National Network of Partnership Schools (NNPS), a national supportnetwork using research-based strategies for improving parent engagement. (SeeAppendix 14.)

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Standard 6: Collaborating with Community – Families and school staff collaborate with community members to connect students, families, and staff to expanded learning opportunities, community services, and civic participation.

CRUCIAL COMPONENTS

• ***Work Credit: Develop a means for students to earn academic credit and electivecredit through work and volunteer opportunities within the community.

• School Business Partnerships: Maintain an effective school business partnershipsprogram.

• Community Resource Collaboration: Collaborate with community organizations toprovide services to students where funds do not allow the district to provide these serviceswithin the school.

• Community Volunteer Program: Establish an open door policy for partnering withsenior citizens and others interested in volunteering. Establish safety procedures.

• School Facilities: Ensure school facilities are open and available for use by communitygroups.


• Community Mentors: Establish a district-wide mentor program for year-round mentoringof students in real world learning and interdisciplinary application of academic knowledge.

• Extended Learning Resource List: Develop an extended learning opportunitiesresource list for parents and students.

• Break Time Activities: Raise awareness of community activities held during schoolbreaks. Encourage parent-teacher organizations to sponsor such events.

• Time-Off for Parents: Encourage local business to support students by allowing parentsto take time off work for parent-teacher conferences and important school events.

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AVERAGE CLASS SIZE

TREND REPORT

61

Fairbanks North Star Borough School District Class Size Trends

1Dashboard prepared by Ellis Ott, Ph.D., Research

21.5 21.6

22.122.8 22.2 22.6

21.2

22.0 22.0

22.0 22.5 22.5 22.5

22.5

15

20

25

30

2011 2012 2013 2014 2015 2016 2017

Kindergarten Average Class Size2010-11 to 2016-17

K Target

*Averages include multiage classrooms that contain Kindergarteners

62


2Dashboard prepared by Ellis Ott, Ph.D., Research

22.5 22.2 22.323.1

22.123.4 23.6

23.5 24.0 24.0

2021222324252627282930

2011 2012 2013 2014 2015 2016 2017

Grades 1-3 Average Class Size2010-11 to 2016-17

1,2,3 Target

21.3 21.5 2123.622.8 21.8

2423.5 24.0 24.0

2021222324252627282930

2011 2012 2013 2014 2015 2016 2017

Grades 1, 2, 3 Average Class Size2010-11 to 2016-17

1 2 3 Target

*Averages include multiage classrooms

23.9 23.8 23.4 23.4 23.8 24.325

25.5 26.0 26.0

2021222324252627282930

2011 2012 2013 2014 2015 2016 2017

Grades 4-6 Average Class Size2010-11 to 2016-17

4,5,6 Target

23.823 22.9 24.8

2423.2 24

25.5 26.0 26.0

2021222324252627282930

2011 2012 2013 2014 2015 2016 2017

Grades 4, 5, 6 Average Class Size2010-11 to 2016-17

4 5 6 Target

63

Dashboard prepared by Ellis Ott, Ph.D., Research3


Courses excluded from class size averages: study hall, advisory, ELL class, outside credit, university class, aide, assistant, stand-alone special education class, and courses held during non-standard periods

15.3 15.3 14.816.8 15.3 17.1

14

18.3 17.5 17.7 18.5 20.2 20.1 19.724.5 22.4 22.6 24.2 25.7 25.8 24.326.5

28.5 28.5

1012141618202224262830

2011 2012 2013 2014 2015 2016 2017

High School Average Class Size

Ben Eielson Sr. Hutchison LathropNorth Pole High West Valley Target

20.7 21.4 21.8 22.9 23.3 23.5 21.8

26.528.5 28.5

1012141618202224262830

2011 2012 2013 2014 2015 2016 2017

High School Average Class Size2010-11 to 2016-17

All Target

23.4 22.4 23.2 23.8 23.120.6

26.5 26.528.5 28.5 28.5 28.5

1012141618202224262830

2012 2013 2014 2015 2016 2017

High School Average Class Size by Department

LangArts MathScience Social StudiesWorld Languages Target

20.1 2123.5 26.5 24 21.9

13.1 11.4 11.1 10.913.4

11.6

26.5 26.5 28.5 28.5 28.5 28.5

1012141618202224262830

2012 2013 2014 2015 2016 2017

High School Average Class Size by Department

Art Health MusicPE CTE MiscTarget

64

Dashboard prepared by Ellis Ott, Ph.D., Research4


Courses excluded from class size averages: study hall, advisory, ELL class, outside credit, university class, aide, assistant, stand-alone special education class, and courses held during non-standard periods

20.7 20 21.1 22.1 22.8 22.9 23.1

25.0 26.5 26.5

1012141618202224262830

2011 2012 2013 2014 2015 2016 2017

Middle School Class Size Average2010-11 to 2016-17

All Target

19.6 17.5 17.2 17.5

22.423.5 25 24.825.0

26.5 26.5

1012141618202224262830

2011 2012 2013 2014 2015 2016 2017

Middle School Class Size Average

Ben Eielson Jr. North Pole Middle Randy Smith

Ryan Tanana Target

19.114

11

23.6 23.5 20.5

25.0 25.0 26.5 26.5 26.5 26.5

1012141618202224262830

2012 2013 2014 2015 2016 2017

Middle School Class Size Average by Department

LangArts MathScience Social StudiesWorld Languages Target

17.1 16.2 16.8 18.6 18.221.6

25.0 25.0 26.5 26.5 26.5 26.5

1012141618202224262830

2012 2013 2014 2015 2016 2017

Middle School Class Size Average by Department

Art Health Music

PE CTE Target

65

2015 EMPLOYEE SURVEY

EXECUTIVE SUMMARY

66

FAIRBANKS NORTH STAR BOROUGH SCHOOL DISTRICT EMPLOYEE SURVEY

EXECUTIVE SUMMARY REPORT

Submitted on February 18, 2015

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1

EXECUTIVE SUMMARY Survey Launched: January 14, 2015

Survey Closed: January 21, 2015

Number of Respondents: 461 Administrative: 65 Instructional: 267 Support: 122 Undeclared: 7 Objective: The objective of this survey was to gain a clear understanding of Fairbanks North Star Borough School District’s current state, from the staff’s perspective. Information obtained in this survey will be used to set priorities and inform the development of the strategic plan. Survey questions were developed by OnStrategy in conjunction with the Board of Education and Executive Leadership. Distribution: All FNSBSD employees were invited to participate in the survey which was distributed via email to complete online. Statistical Confidence: Out of a total base of 1974 employees invited to participate, there were 461 survey responses. The responses are representative of the employee base with 95% confidence level and a 3.2% +/- confidence interval. In other words, we are 95% confident that the recorded response is 3.2% +/- of the “true answer” as if we had survey responses from all 1974 participants.

Segment # Respondents/Total Statistical Confidence Respondents Overall: 461 out of 1974 95% confidence level ; 3.2% +/- interval Administrative: 65 out of 127 95% confidence level; 6.1% +/- interval Instructional: 267 out of 950 95% confidence level; 3.6% +/- interval Support: 122 out of 900 95% confidence level; 5.9% +/- interval

Demographics: The majority, or 74%, of survey respondents have worked in the district for 5+ years and are Instructional or Instructional Support personnel. 20 of the 65 respondents identified as Administrative Staff were Principals or Directors (representative of 4% of all respondents). Qualitative Analysis: Qualitative questions were analyzed through a process of pulling out common themes according to how the respondent answered the Loyalty/Engagement question (#28) on page 25. Each thematic section is titled “Engaged”, “Moderately Engaged”, or “Disengaged” based on the score the respondent provided on question #28. The number of valid responses is the sum of the respondents, within the category, that provided an answer of common theme. Note: Whenever an agreement percentage is stated, it equals the sum of those responding – agree and strongly agree.

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Summary of Finding Adjustment to Change: Most respondents (44% overall) are neutral in their confidence level related to recent changes in the district. Of the remaining respondents, 29.1% are not confident in the changes and 26.7% are confident. Respondents made the following suggestions to help decrease disruption that comes from change: Better communication, transparency, clarity, and staff input. The table below is a summary of confidence level by segment.

1. The FNSBSD has gone through a lot of transition in leadership, administration, and processes over the past year. Please rank your level of confidence in those changes.

Confidence Level Admin Instructional Support/Ops Confident 39.1% 22.3% 28.9% Neutral 39.0% 43.8% 47.0% Not Confident 21.9% 34.0% 24.0%

Mission and Leadership: Less than half of the organization (39%) agrees that they understand the mission of the district. Over half (52%) agree that they can freely speak to their supervisor. A third (31%) agrees that they receive the right information and work in an environment that is conducive to their work. Even fewer agree there is good collaboration across departments, their opinion is valued, and they are praised for the work they do. Being Student Centered: In terms of being student centered, the survey results tell us that about half of the organization (56%) agree that the district strives to provide quality service and education, and they can freely make decisions to help students. However, only 27% agree that district or staff decisions are truly student centered. Educational Programs: Majority of the organization believes that focus on decreasing class sizes is necessary. A secondary need/direction has fairly similar weighting between full-day kindergarten and focus schools. Themes from those that selected ‘other’ include programming, methodology, operations, and staffing needs. Measurement and Analysis: Majority of the organization understands how to measure their own performance, use it to make positive changes for themselves, and believe they provide top quality service to the parents and families of FNSBSD. Workforce Focus: Almost everyone (96%) who responded to the survey is committed to their school or department’s success. However, only 32% agree that they are valued as an employee of FNSBSD. About 60% agree there is good internal collaboration, they are encouraged toward professional development, and encouraged to think independently within their work guidelines. Forty-two percent agree compensation and benefits are enough to motivate them to continue working in the District.

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Process Management: In terms of process management, the survey results tell us that about half 49% agree they have solid process for doing their work and are well prepared to handle an emergency, but only 37% agree they have everything they need to be effective in their position. Results: Findings in this section show that about 60% of employees agree they are proud to be a part of a school district that provides excellent educational programs and 39% agree the organization has the right people and skills to do the required work. Only 29% agree that high standards and ethics are practices. Staff Contribution: Based on relevance, this section was directed at instructional staff only. The intent was to gauge impact of recent changes implemented to increase the level of staff contribution to district decision making. Responses reveal that only 18% of respondents agree that they are able to contribute to district decision making and only 16% agree that they see a difference when they are able to provide input towards content, evaluation, work group, teacher advisory council, and etc.

District Strengths: Themes from the open-ended question revealing top strengths of the district include: Hiring and retention of good employees; caring environment for students; communication with parents and the community; integration of technology; opportunity for professional development; and supportive environment for staff. District Priorities: The top three district priorities most commonly mentioned by respondents include: 1) smaller class size, 2) full day kindergarten and 3) college preparedness. Other mentions included CTE Classes; community involvement; access to better technology; attendance policy; individualized learning options; and focus on student success beyond test scores. Principal/Director Input: The final section of the report contains an additional set of open-ended questions directed at Principals and Directors. When asked what success looks like 5 years down the road for FNSBSD, top responses included: student success, quality staff, and stability in leadership. The most important issue or topic we should be talking about during the strategic planning process is budget efficiency, leadership development, and long-term planning. We can work more effectively and efficiently as a team if we communicate and prioritize. The #1 challenge facing the district is stability in funding. Opportunities that the FNSBSD should take advantage of over the next several years include technology development, business partnerships, staff development and full-day kindergarten. Additional priorities of focus should include more options and alternative learning opportunities to ensure student success, hiring and retention of quality staff, professional development and stable funding.

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4

SUMMARY OF QUESTION RESPONSES BY SEGMENTS

FNSBSD Employee Survey % Agree

Mean % Agree

Mean % Agree

Mean

LEADERSHIP Administrative N = 65

Instructional N = 267

Instructional Support / Ops

N = 122 3. I understand the District’s mission (what we are trying to accomplish). 55.4% 5.12 34.1% 4.46 40.2% 4.69

4. The District’s leadership creates a work environment that helps me do my job. 49.2% 5.02 28.4% 4.00 28.7% 4.16

5. I receive all of the pertinent information I need to do my work. 43.0% 4.80 27.8% 4.11 30.3% 4.34

6. My opinion is valued. 37.5% 4.73 18.2% 3.63 23.1% 3.89

7. I can speak freely to my supervisor(s). 64.6% 5.46 48.3% 4.72 52.4% 4.99

8. I believe District staff work together well across departments whenever needed. 36.0% 4.70 19.4% 3.79 16.5% 3.99

9. The District or my school/department administrative team is very good at providing praise for a job well done. 43.0% 4.92 31.1% 4.18 37.7% 4.51

BEING STUDENT CENTERED

10. The District consistently strives to provide quality education and service to FNSBSD students. 64.6% 5.52 51.7% 5.02 59.9% 5.27

11. I am allowed to make decisions in order to solve problems for FNSBSD students within my job duties or responsibilities.

56.2% 5.31 38.2% 4.66 45.1% 4.89

12. To what degree do you feel staff/District prioritizing and decision making is student centered (based on the needs of the students first?)

38.1% 4.83 21.7% 3.88 32.0% 4.40

MEASUREMENT AND ANALYSIS

14. I know how to measure and assess the quality of my work. 73.9% 5.71 76.8% 5.93 71.3% 5.65

15. I can use this information to make changes that will enhance my job performance. 67.2% 5.61 76.8% 5.92 67.2% 5.58

16. I believe my department provides top quality service to the parents/families of FNSBSD. 73.5% 5.97 67.8% 5.69 64.8% 5.55

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5

WORKFORCE FOCUS

17. The people I work with cooperate and work as a team. 67.7% 5.66 58.1% 5.40 61.4% 5.46

18. My supervisor encourages me to develop my job skills so I can advance in my career. 60.0% 5.25 57.7% 5.21 53.7% 4.92

19. The FNSBSD values me as an employee. 50.7% 5.20 38.4% 4.09 31.2% 4.39

20. I am committed to my school or department’s excellence. 95.4% 6.58 97.0% 6.61 92.6% 6.53

21. I am encouraged to think independently within the guidelines of my work. 73.8% 5.88 61.3% 5.23 62.3% 5.48

22. My compensation and benefits package motivates me to stay with the FNSBSD. 47.7% 5.20 41.2% 4.71 40.7% 4.65

PROCESS MANAGEMENT

23. My department has a very solid process for doing our work. 62.6% 5.52 45.3% 5.01 48.4% 5.10

24. My department is well prepared to handle an emergency. 67.7% 5.65 53.5% 5.18 54.9% 5.15

25. I have everything that is needed to be effective in my position. 52.3% 5.20 29.9% 4.40 42.6% 4.74

RESULTS

26. Our organization definitely has the right people/skills to do the required work. 44.6% 5.14 37.2% 4.70 39.4% 4.90

27. Throughout all branches of the FNSBSD, high standards and ethics are practiced. 38.5% 4.86 39.9% 4.35 23.9% 4.26

ADDITIONAL INPUT

29. I am proud that I am part of a school district that provides excellent educational programs. 72.4% 5.82 55.6% 5.31 59.9% 5.55

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EMPLOYEE LOYALTY & ENGAGEMENT 28. If there was a position available, how likely are you to recommend working at FNSBSD to good friends or relatives?

NPS Groups All Administrative Instructional Support Gallup United States 2013*

Engaged 28.8% 36.9% 28.1% 27.1% Engaged 30% Moderately Engaged 31.9% 40.0% 30.0% 31.1% Not engaged 52%

Disengaged 39.3% 23.1% 41.9% 41.8% Actively Disengaged 18%

Loyalty/recommend -10.5% 13.8% -13.8% -14.7% Engagement 12%

Summary: The overall sentiment of the employees of the district is represented by the loyalty or engagement score of question #28. This utilizes the net promoter score concept. The overall score is a negative 10.5% which suggests that there are fewer personnel engaged in their daily work activities than those who are passively involved or “fence-sitters” and those not loyal or actively not engaged. For sake of comparisons, NPS and Gallup* categories are aligned via the following similarities: Engaged employees are loyal to FNSBSD and are essentially a positive extended word-of-mouth marketing force for the organization.

Engaged employees work with passion and feel a profound connection to the organization. They move the organization forward.

Passive/Moderately Engaged employees are satisfied but unenthusiastic who can be easily wooed by other organizations for employment and might be at risk of becoming a disengaged.

Not Engaged employees are essentially “checked out.” They are putting time into their work but lack energy or passion.

Disengaged are unhappy and would not put FNSBSD in a positive light to their close colleagues and network. They may be staying onboard only to collect a paycheck.

Actively Disengaged employees aren’t just unhappy at work; they act out their unhappiness. Daily, these workers undermine what other engaged coworkers accomplish.

23% 40% 37% 42% 30% 28% 42% 31% 27%

Disengaged Passively Satisfied Engaged

Admin Instructional Support

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“…latest findings indicate that 70% of American workers are ‘not engaged’ or ‘actively disengaged’ and are emotionally disconnected from their workplaces and less likely to be productive…actively disengaged employees cost the U.S. between $450 billion to $550 billion each year in lost productivity.”

-“State of the American Workplace-2013: Employee Engagement Insights for U.S. Business Leaders.” Gallup, Inc.

What is driving employee loyalty at Fairbanks North Star Borough School District? Through the quantitative analysis process of multiple regression analysis, the most significant aspects of employee engagement can be determined. This is a “cause and effect” relationship where the “effect” is employee loyalty which is measured by the question – how likely are you to recommend working at FNSBSD to good friends or relatives? The “causes” are represented by the other 26 questions in the survey that state what an employee values in the relationship with his/her employer, FNSBSD. Due to the limited number of responses, a reliable analysis is somewhat constrained for the Administrative branch when all questions are considered in the regression model at once. This is not an issue for the Instructional or Instructional Support/Operational branches. Yet a solid consensus of what employees value in their working relationship with the school district can be determined. The “adjusted R2” of the multiple regression analysis represents how much of the relationship is explained, and in social science research, an “adjusted R2” of 60%+ is very solid. The adjusted R2 for each of the analyses:

Administrative branch = 51.3% Instructional branch = 57.7% Instructional Support/Operational branch = 65.3%

In addition the statistical significance = .000. The top two “causes” as determined quantitatively provide insight into what is important to each of the branches:

• Administrative The FNSBSD values me as an employee. (50.7% agreement) I am committed to my school or department’s excellence. (95.4% agreement)

• Instructional The FNSBSD values me as an employee. (38.4% agreement) The District or school/department administrative team is very good at providing praise for a job well done. (31.1% agreement)

• Instructional Support/Operational I can speak freely to my supervisor(s). (52.4% agreement) The District’s leadership creates a work environment that helps me do my job. (28.7% agreement)

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DISTRICT STRENGTHS & PRIORITIES 30. STRENGTHS: What are the Top three things that the Fairbanks North Star Borough School District does

best?

Strength #1 Strength #2 Strength #3

• Hires, retains good employees. (x18)

• Caring environment provided for the students. (x15)

• Communicate with parents and the community. (x12)

• Focus on educating students. (x11) • Working and communicating with

community. (x7) • Good teacher quality. (x7) • Compensation / benefits provided

to staff. (x6) • Staying current on technology. (x4) • Providing Music and Art programs.

(x4) • Welcoming, respecting families.

(x3)

• Integrating current technology. (x14)

• Provide excellent professional development. (x12)

• Providing support/resources to staff. (x10)

• Valuing, supporting teachers. (x7) • Communicate with parents. (x7) • Community involvement and

communication. (x6) • Providing Music and Art education.

(x5) • Providing support for parents. (x5) • Provide varied alternatives to

students. (x4) • Communication of information.

(x4) • Good, maintained facilities. (x4) • Keeping schools safe. (x3)

• Supportive environment for staff. (x6)

• Provide plenty of supplies and materials to staff. (x9)

• Opportunities for professional development provided. (x10)

• Keeping open communication with parents. (x8)

• Provide support on new curriculum. (x3)

• Community involvement. (x3) • Reaching out and connecting with

families. (x2) • Supporting students. (x14) • Keeping current on technology

(x4) • Enhance student learning (x3) • Provide Music and Art education.

(x3) 31. PRIORITIES: From your perspective, what are the top 2 most important priorities for the district over the

next 3 years? Please be specific such as (ex: college preparedness, increased CTE classes, full day kindergarten)

Priority #1 Priority #2

• Smaller class sizes. (x63) • Full-day kindergarten. (x35) • College preparedness. (x15) • CTE classes. (x6) • Community involvement/input. (x5) • More pre-school options. (x5) • Keeping up-to-date on technology in the classrooms

(x4) • Develop/ implement solid attendance policy.(x4) • More technology available. (x4)

• Smaller class sizes. (x30) • Full-day kindergarten. (x17) • College preparedness. (x11) • Access to better technology. (x7) • Paying staff fair wages. (x5) • Retain quality teachers. (x5) • Individualized learning options. (x4) • More focus on students instead of test scores. (x3) • More technology available. (x3)

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2015 COMMUNITY SURVEY

EXECUTIVE SUMMARY

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FAIRBANKS NORTH STAR BOROUGH SCHOOL DISTRICT COMMUNITY SURVEY

EXECUTIVE SUMMARY

Submitted on April 8, 2015

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2 www.OnStrategyHQ.com

EXECUTIVE SUMMARY

Survey Launched: March 9, 2015

Survey Closed: April 1, 2015

Number of Respondents: 967

Parents of Student/s Enrolled at FNSBSD: 792

Parents (Elementary): 364

Parents (Secondary): 229

Parents (Both): 198

Unidentified: 1

Students: 28

Community: 68

Other Parents (Pre-K or Graduates of FNSBSD): 79 Research Objective: The primary purpose of this research was to obtain input from parents and community members to inform the development of the Fairbanks North Star Borough School District’s 5-Year Strategic Plan. Students were also included in the distribution to add unique and valuable perspective. Data obtained in this survey will be used to set priorities and goals for the District. Input will also help craft the District’s execution around communication and engagement. Survey questions were designed by OnStrategy in conjunction with the Board of Education and Executive Leadership. Distribution: A link to the online survey was distributed through multiple channels to reach as many parents and general community members as possible. A modified set of questions were distributed to FNSBSD students. Distribution methods included:

Email distribution to all parents and staff

Post on District website

Mobile app announcements and push notifications

Shared through Social Media channels

Promoted by the Chamber of Commerce Education Committee through special submission in the local newspaper

Mention on the Superintendent Radio Show

Shared with PTA Council

Student communication via Principals/Teachers at the school level Statistical Confidence: As the distribution of the survey was not managed through a controlled population, only an overall confidence level of the representativeness of the sample can be determined – representativeness of individual segments such as single parent families, traditional families, or ethnic considerations cannot be stated. The primary purpose of the research project was to obtain input from parents with students attending a District school, and the number of respondents for this aspect is 792.

95% confidence level

3.4% +/- confidence interval

Potential district parent population of 20,000

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Demographics: The majority of survey respondents (82%) were parents of students enrolled at FNSBSD. Additional demographics are highlighted below:

Female at 79% with Male at 21%

Children under 18 years old in the residence: 11% with no children; 65% with 1 or 2 children and 24% with 3 or more

Seventy-seven percent (77%) have lived in the Fairbanks area for more than 10 years

See the chart below for a breakdown of demographic segments and number of responses per group Demographic Segment Frequency Percent

Parent with Student/s Enrolled 792 81.9%

Parents (Elementary): 364 364 45.9%

Parents (Secondary): 229 229 28.9%

Parents (Both): 198 198 25%

Unidentified: 1 1 .01%

Other Parents (Pre-K child or Graduate of FNSBSD) 79 7.2%

Parent of Pre-K child that will eventually enroll at a school in the District. 29 3.0%

Parent of an FNSBSD graduate. 50 5.2%

Community Segment 68 7.0%

Community member with no children currently associated with the District. 68 7.0%

Student Segment 28 2.9%

FNSBSD Student (or Home School Student within the District). 28 2.9%

Total 967 100.0

Qualitative Analysis: Qualitative questions were analyzed through a process of pulling out common themes according to how the respondent answered the Recommend question (#2) on page 9. The thematic groupings are Promoters, Passively Satisfied or Detractor based on the score the respondent provided to question #9. The groupings assist in providing additional perspective to interpretation of the results.

Summary of Findings:

PERCEPTION & SATISFACTION

The #1 internal factor to evaluate quality of education is definitely – class size. This piece of evidence received 35% more #1 and #2 ranking votes than – number of programs available to meet student needs. The #3 factor based upon first and second place votes is – graduation rates. The #1 external factor to evaluate the quality of education in the School District is unquestionably – active parent involvement. This received 40% more #1 and #2 ranking responses than – community involvement. The overall sentiment of stakeholders in the education of the Fairbanks area is mediocre at 2.3% (see question #2). Basically there are many individuals that perceive a great education (Promoters) and would recommend others participate in it as those that would not recommend the education being delivered through the District (Detractors). However one factor that could contribute to the low perception of this low value is that more than 50% of respondents did not believe they were adequately informed about happenings in the District – they were not receiving sufficient relevant information (see question #8). Therefore many individuals do not know or are unaware of the positive nature of educational transactions in the District; thus they would not be in a position to recommend or suggest others become involved in FNSBSD.

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STUDENT SKILLS & KNOWLEDGE: Communication skills ranked as the #1 most important supplemental skill/knowledge important for students to acquire outside of core academic areas. Critical thinking ranked as #2 and organizational skills as #3. Art and music education was a key theme for respondents who selected the ‘Other’ category. STRATEGIC DIRECTION: Based on the Personalized Learning Approach, Magnet Schools ranked as the #1 most important concept to further meet student needs, followed by increased access to Career/Technical Education. Art and music education was a key theme for respondents who selected the ‘Other’ category. When asked about additional priorities the District should focus on to ensure quality education, respondents across segments clearly ranked low class size as #1 priority of focus. Current, relevant materials/resources ranked as the # 2 priority of focus. Consistently, art and music education was the top/most frequently mentioned theme across segments in the ‘Other’ category.

PARENT/COMMUNITY ENGAGEMENT: Career/Technical Education in collaboration with business leaders followed by youth service projects ranked as the Top 2 best ways to strengthen partnerships and further engage the community. Parent engagement was the most common theme for respondents who selected ‘Other’. EFFECTIVE COMMUNICATION: In all instances, less than 50% of the stakeholders in the education of Fairbanks perceive they are receiving sufficient amount of relevant information from the District. Refer to the detailed report for additional interpretation. Email, Website and the Mobile App ranked as communication methods that are effective and working well. Areas for improvement included suggestions for more effective emails and more (or improved) communication in general. Email and phone calls consistently ranked as the Top 2 preferred methods of communication from both the District and the school. IMPROVING QUALITY OF EDUCATION: On the closing qualitative question, the #1 suggestion for improving the quality of education at Fairbanks North Star Borough School District was small class size. Second place differed, but number one class size garnered at least twice as many mentions across all groups. STUDENT PERSPECTIVE: Over 60% of student respondents agree that personalized learning would be meaningful and enhance their education. Over 80% agree that small class size positively impacts the quality of their learning experience. Art and music was the most common theme mentioned by students throughout the survey related to interests and additional programming. Other mentions related to programming and interests included media classes, real world info classes, intellectual extracurricular programs, more AP classes, competitive cheerleading, foreign language opportunities, Lacrosse, programs to enrich study habits, and a construction academy. Student ideas related to improving the quality of education included commentary around additional Life Skills and cultural learning, incorporation of art forms in the classroom and integration of an individual, more personalized approach to learning. SEGMENTED PARENT PERSPECTIVE: Generally speaking, the perspective of elementary (K-6) parents vs. secondary (7-12) did not differ significantly. Some difference in opinion was evident in questions related to strategic direction/priorities. While Magnet Schools clearly ranked as the #1 priority to provide students with more options across both parent segments; parents of secondary students ranked access to Career/Technical Education and virtual/blended learning with higher level of importance than those of elementary/K-6 parents. Both parent groups were consistent in ranking small class size and current, relevant materials/resources as top priorities for the District. However, parents of primary students ranked full-day kindergarten amongst a top priority while secondary parents did not.

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