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HomeMy WebLinkAbout01- School District Matters San Bernardino City Unified School District Special Meeting of the Board of Education Community Room Board of Education Building 777 North F Street San Bernardino, California AGENDA February 22, 1994 6:00 p.m. SESSION ONE - Opening 1.0 Opening 1.1 Call to Order 1.2 Pledge of Allegiance to the Flag SESSION TWO - WORKSHOP 2.0 Workshop on Topics of Mutual Interest This is the time during the agenda when the Board of Education is prepared to receive the comments of members of the public as well as get information from the school staff. If you wish to address the Board relative to a specific topic under discussion, please come to the podium at the beginning of the workshop, tell us your name, and limit your remarks to five minutes. The Board of Education Members, the Superintendent, the Mayor and Council Members of the City of San Bernardino will now participate in a workshop discussing the following items (no order of priority): ► hole of the Board of Education ► Earthquake Preparedness ► Five-Year Plan of the School District ► Security in and around the School (Long-Range Planning, Accountability) ► Coordinated Activities and Information Sharing between ► Proposed New School Facilities Schools, School Police, City Police Department, and County ► Crossing Guards Agencies ] Board of Education Meeting February 22, 1994 ► Youth Accountability Boards ► School/City Executive Board-- Mayor ProTempore and Board ► Curfew Laws President ► Shared Use of City/School Facilities ► "School Attendance Improvement Program" Other Items (time permitting): ► Closed Campuses/Truancy Sweeps ► "We Tip" Program SESSION THREE - Closed Session 3.0 Closed Session 8:00 p.m. As provided by law, the Board will meet in Closed Session for consideration of(1) Personnel Matters, (2) Student Discipline, (3) Litigation, (4) Property Acquisition, and/or (5) Negotiations. SESSION FOUR - Closing 4.0 Adjournment 9:00 P.M. The next regular meeting of the Board of Education of the San Bernardino City Unified School District will be held on Tuesday, March 1, 1994, at 5:30 p.m. in the Community Room of the Board of Education Building, 777 North F Street, San Bernardino. Posted: February 18, 1994 2 Bernardino an No Better Place 1 Learn District Mission Statement The primary mission of the district is to provide academic in- struction to each enrolled student sufficient to develop the skills, knowledge, and understanding required to promote personal development to the fullest extent of the individual's potential. Plan • . Progress Report August 1993 Board of Education Mr.Louis E. Yeager,' President Mrs.Lynda Savage,' .Wee President Mr. Hardy L. Brown Mr.Marlin L. Brown, Table Of Contents Mrs.Elisa Diaz Mr.Lawrence E.Neigel Mrs.-Shelby Obetshaw Strategic Objective I: Meet Five-Year Housing Needs.............................................................1 Administration E.Neal Roberts,Ed.D., Strategic Objective II: Superintendent Meet Staffing Needs...............................................................................3 "Harold Boring,Ed.D., Assistant Superintendent Strategic Objective III: Administrative Services Improve Student Performance................................................................6 i"Molly Helms,Ph.D., Assistant Superintendent Strategic Objective IV: Educational Services Develop a Program of Dropout Prevention..........................................10 Daniel King,Ed.D., Assistant Superintendent Personnel Services Strategic Objective V: Maintain Voluntary Integration Program Priority................................13 Strategic Objective VI: Develop a Plan to Use Technical Advances to Run Our Business Better and Develop a Parallel Plan for Infusion of Technical Development in Curriculum........................15 Strategic Objective VII: Districtwide Marketing Plan .......17 Carolyn Schofield, Strategic Objective VIII: Superintendent's Assistant Maintain a Safe Learning and Working Environment .........................19 (909) 381-1246 Nelda R. Shoffner, Administrative Assistant, Board of Education (909) 381-1245 San Bernardino City Unified School District 777 N.F Street San Bernardino,CA 92410 (909)381-1240 or (909) 381-1245 Five-Year Plan 1992-93 Year-End Progress Report August 17, 1993 Strategic Objective I: MEET FIVE-YEAR HOUSING NEEDS Leadership: Dr. Harold L. Boring Objective: By 1994 adequate facilities will be provided to accommodate a projected K-12 student body of 44,554 with basic classroom space. To the extent possible, the San Bernardino City Unified School District shall aim to provide optimum facilities for a quality learning environment at all schools. BOARD OF EDUCATION'S ASSESSMENT OF PROGRESS: In response to the Board's recommendations for 1992-93, the following are noted: ► The Adult School was moved from the Fairfax site to the San Bernardino Adult and General Education Services (SAGES) site and was operational by July 1, 1992. The School Police Department (with the exception of the dispatchers) was moved to the site. A new state-of-the-art security alarm system is out to bid and, upon completion of the project, School Police Dispatch will be moved to SAGES. As funds are available, the Management Information Systems (MIS) Department and the Student Transportation Department will be relocated to the SAGES site. ► After exploring possible future uses of the Fairfax site and the need to have the site occupied, an expanded program for dropouts and at-risk students will be housed and operating at Fairfax by September 1, 1993. The Board commends the Superintendent and Staff for the following: ► Successful strategies for short-term and long-term solutions to student housing needs have been implemented. North Verdemont Elementary School and the Child Nutrition Center have been completed. The Kimbark Classroom Addition Project is under construction and scheduled to be completed in early 1994. The District has received approval and funding to build the Palm Avenue Elementary School. 1 Five-Year Plan 1992-93 Year-End Progress Report August 17, 1993 ► The final design of a permanent school to replace the portable classrooms at Ninth Street Elementary School has been submitted to the state in the summer of 1993 for state funding. Also, state funds have been obtained to air condition twelve schools and to modernize ten schools. ► Prudent management of District resources, in light of the severe state-funding problem, was exhibited. As new housing development slowed or halted, enrollment growth in the District also slowed from an anticipated growth of 2,000 students to the present estimate of 600-700 students Districtwide for the 1993-94 school year. In order to reduce projected spending for housing, the Superintendent and Staff made recommendations to adjust the continuous year- round configuration at Kimbark and North Verdemont to maximize the use of both facilities. The Board directs the Administration to: ► carefully evaluate and present recommendations to the Board for the use of the Palm Avenue Elementary School if the actual enrollment in the attendance area does not meet the projected enrollment; and ► aggressively inform legislators of the need for funding to build schools and for local Board of Education control to determine the specific location for those schools as population/housing patterns change. In addition, the Board: ► is well aware of the difficulty in estimating revenues and expenditures and appreciates receiving timely reports from the administration on the latest information from Sacramento. The Board directs the administration to fully explore various ways to meet the housing objective while carefully monitoring and evaluating each proposal to be sure each is fiscally sound and cost- effective; and ► recognizes the need to continually evaluate budget reductions so as to ensure appropriate action when it becomes apparent that the budget cuts have seriously impacted our educational mission. 2 Five-Year Plan 1992-93 Year-End Progress Report August 17, 1993 Strategic Objective U: MEET STAFFING NEEDS Leadership: Dr. Daniel King Obiective• On a continuing basis, qualified employees will be hired to fill all classified, administrative, and teaching vacancies. The new employees will be the best available in the job market to meet the continuing curricular and operational needs of the District. BOARD OF EDUCATION'S ASSESSMENT OF PROGRESS: In response to the Board's recommendations for 1992-93, the following is noted: ► The computer-calling system to place substitutes is in operation. The SPIN System has doubled the District's capability to place qualified substitute teachers for certificated employee absences and has virtually eliminated complaints. The Board commends the Superintendent and Staff for the following accomplishments: ► Successful efforts to hire qualified teachers by focusing on colleges/universities in geographical areas where we have had the most successful recruitment in past years. Overall, the number of recruiting trips was reduced, and more site administrators traveled to recruit. ► The Board recognizes that each year it becomes increasingly difficult to hire qualified, ethnically diverse teachers. Not only is there increased competition from neighboring districts that are also experiencing tremendous growth, there is a limited pool of candidates from which to select. However, the Affirmative Action report for 1992-93 reflects an excellent record with minority hiring at all certificated levels. ► Timely reports and recommendations were presented for Board consideration and action regarding a variety of disciplinary and other problems involving employees. Also, excellent personnel profiles and supportive data were presented as the Superintendent recommended employees for administrative assignments and/or promotion. The Board commends the staff for the careful 3 Five-Year Plan 1992-93 Year-End Progress Report August 17, 1993 scrutiny of potential candidates for management positions through extensive background checks. ► A Principals' Development and Assessment Handbook was developed, and all newly assigned principals were given inservice on the process. By using the assistance plans and documentation, most non-reelects chose to resign their positions with the District rather than going through the notification process. Many school districts in California are modeling our handbook. ► The District's Tuition Reimbursement Program has expanded at a cost-effective level, and 38 classified employees who participated in the program have been hired as teachers (34 hired as regular teachers, including 11 bilingual teachers, and 4 as substitutes). ► The Student Intern Program has expanded to include the custodial ranks with the potential of moving into additional areas. The program offers opportunities for District students as the vocational education program is developed. The Board directs the Administration to: ► develop a Personnel Master Plan with an objective and specific steps for use when recruiting/hiring any employee for the District; ► continue to develop an Administrative Intern Program with California State University, San Bernardino, and aggressively recruit minority and gender teachers in the District who have valid administrative credentials; ► continue to "grow our own" teachers through the Tuition Reimbursement Program; and ► take a serious look at curbing certificated/classified employee absenteeism, and develop a program to encourage and appropriately reward employees who have outstanding attendance records. 4 Five-Year Plan 1992-93 Year-End Progress Report August 17, 1993 In addition, the Board: ► is well aware of the difficulty in estimating revenues and expenditures and appreciates receiving timely reports from the administration on the latest information from Sacramento. The Board directs the administration to fully explore various ways to meet the staffing objective while carefully monitoring and evaluating each proposal to be sure each is fiscally sound and cost- effective; and ► recognizes the need to continually evaluate budget reductions so as to ensure appropriate action when it becomes apparent that the budget cuts have seriously impacted our educational mission. 5 C Five-Year Plan 1992-93 Year-End Progress Report August 17, 1993 Strategic Objective III: IMPROVE STUDENT PERFORMANCE Leadership: Dr. Molly Helms Objective: On a continuing basis, the San Bernardino City Unified School District will improve the academic performance of students K-12 in reading, language arts, math, social studies, and science as measured by appropriate indices. BOARD OF EDUCATION'S ASSESSMENT OF PROGRESS: In response to the Board's recommendations for 1992-93, the following are noted: ► Students at the four comprehensive high schools enrolled in the Japanese language class housed at Pacific High School. Japanese 1 and 2 will be offered in a similar format during the 1993-94 school year. Also, after "marketing" the availability of a Latin class and/or a Span ish-for-Native-Speakers class, if enough students from the four comprehensive high schools request such classes, the classes will be offered. ► Planning for a pilot High School Character Education Program has been completed, and the program will be implemented in September 1993 at San Bernardino High School. The Board commends the Superintendent and Staff for the following: ► The continued emphasis and refinement by the Superintendent and Staff of the Instructional Improvement Plan for site-based management and accountability for student performance improvement. Included in the exemplary IIP model are all appropriate assessments (ITAS scores, Program Quality Reviews, accreditation recommendations, the State Coordinated Compliance Review, redesignation of students from NEP/LEP to FEP with resulting Option I qualification, etc.). 6 Five-Year Plan 1992-93 Year-End Progress Report August 17, 1993 ► The 3rd grade reading objective has focused on higher expectations for all students with recommendations for early intervention strategies, innovative programs, inclusion programs, and reallocation of support services. The results are very positive. Four schools--Cypress, North Verdemont, Kimbark, and Roosevelt--which have implemented the 3rd grade reading objective were selected for California State Distinguished School recognition. ► The implementation of changes mandated by SB 662 which resulted in the beginning of a new performance-based assessment program called CLAS (California Learning Assessment System) in the spring of 1993 (students in grades 4, 8, and 10 took the new examination in the areas of English/Language Arts, Writing, and Mathematics, and depending upon state funding, students will take examinations in History/Social Studies and Science in grades 5, 8, and 10 in the spring of 1994). ► The administration of the Individual Test of Academic Skills (ITAS) to all students in grades 1 through 12. Overall District performance indicates that test scores improve for students who remain in the District over a period of time. For example, students who were in our District for less than one year obtained an average NCE in Total Reading of 41.0. Students who remained in the District for 3 or more years obtained an average NCE of 50.4 which is above the national average of 50. The same observation may be made in the areas of Total Language and Total Math. Also, students who were in the District for one or more years made at least one year of growth or more for the one year of instruction in Total Reading, Total Language, and Total Math for 1992-93. ► The Emmerton Elementary Program continues to be highly successful in meeting the needs of dysfunctional families in that attendance area despite the lack of funding from the state. The basic concept of the Emmerton Project is being implemented at Abraham Lincoln Elementary School through the Healthy Start grant. A full-time Child Protective Services social worker has been assigned to Lincoln, with a case load comprised of the children who live within the school's attendance area. Cypress Elementary School has initiated some collaborative activities with the City of Highland and the Sheriffs Department in an effort to pool community resources in order to keep students in schools. Other schools are considering similar programs despite current funding limitations. 7 Five-Year Plan 1992-93 Year-End Progress Report August 17, 1993 ► The continued outstanding performance of District students as evidenced by the following: • First district in state to have over half of its middle schools participate in Math Renaissance. • The Odyssey of the Mind competition in which teams from District schools won high honors and the Golden Valley Middle School team won the opportunity to travel to Colorado to participate in international competition. • The Academic Challenge Bowl teams participated in the annual competition where the San Gorgonio High School team emerged as the winner locally and then proceeded to win the University of California at Riverside Challenge Bowl which earned them a trip to Houston, Texas, to compete in the National Challenge Bowl. • Fifty-two first- and second-place winners qualified to enter the Inland Empire Science and Engineering Fair. Students from Del Vallejo, Shandin Hills, and Serrano were first-place winners at the Fair. • Countless individual students received a multitude of scholarships/awards/honors/recognition for a variety of activities/competition/services which, in turn, brought commendation to the District. The Board directs the Administration to: ► present administrative recommendations in the interest of continuity from school to school and equity for all students for the middle school Character Education Advisory Program for Board consideration; ► present an updated report on a Pacific High School Flexible Schedule to be used as a basis for Board direction/approval of an extended-day format school- within-a-school as previously envisioned by the Board; and 8 Five-Year Plan 1992-93 Year-End Progress Report August 17, 1993 ► conduct an assessment of the continuous year-round student achievement which had been delayed because of lack of funding/and other priorities. In addition, the Board: ► directs the administration to continue to explore strategies to meet the student performance objective with continual monitoring and evaluation to be sure that each tactic is fiscally sound and cost-effective; and ► recognizes the need to continually evaluate budget reductions so as to ensure appropriate action when it becomes apparent that the budget cuts have seriously impacted our educational mission. 9 0 Five-Year Plan 1992-93 Year-End Progress Report August 17, 1993 Strategic Objective IV: DEVELOP A PROGRAM OF DROPOUT PREVENTION Leadership: Dr. E. Neal Roberts Dr. Molly Helms Objective: Develop and implement plans to reduce the dropout rate, increase college participation, and provide a nontraditional educational alternative for students who are not benefiting from the traditional educational program. BOARD OF EDUCATION'S ASSESSMENT OF PROGRESS: In response to the Board's recommendations for 1992-93, the following is noted: -. ► The Board directed the Superintendent to place several new or expansion of at- risk programs on hold because of limited funds for the 1992-93 school year. Included were programs for pregnant minors (those students under the age of 16), a Dropout Retrieval Center, expansion of the Allred Infant Care Center program to provide child care for infants so that the parents can continue their education, and expansion of child care/extended-day programs. The Board commends the administration for the following: ► Support given to students which resulted in fewer dropouts and higher success rates in all levels of the curriculum. Grades 9-12 dropout rates have decreased from 16.6% in 1985-86 to 7.3% in 1991-92. It is apparent that the safety net of support programs continues to provide alternative placements for students with special needs. The Board looks forward to a report in early Fall 1993 which will include dropout figures for the 1992-93 school year by ethnicity and gender. ► Students in the new and/or expanded District programs, such as an expanded District Independent Study Program and a Pregnant Minors (under 16 years of age) Program will be educated at Fairfax by September 1, 1993. A Home School Assistance Program has been established to assist parents who qualify 10 Five-Year Plan 1992-93 Year-End Progress Report August 17, 1993 for such a program to request offered assistance. The administration is exploring with County Schools staff the possibility of housing the County Schools' Alternative School for Students on Expulsion Program and other County Schools' Alternative/High Risk Programs at the Fairfax site. ► The continuation of the Emmerton Elementary School Project, a pilot program funded jointly with District, county and city monies, and which provides both educational and social-service needs for many dysfunctional families with at-risk children. The District did not receive state funding for the upcoming school year. Over and above efforts to convince state officials of the extreme needs of families and children served by the Emmerton Project and the outstanding success of the program are continuing. ► Aggressive actions taken by the administration, when efforts to gain funding through the grant process were unsuccessful, to challenge state officials on Healthy Start funding for the Emmerton Project with the result that funding for 1993-94 has been promised. ► The Curtis Middle School "College Capable Cats" program continues to have a very positive effect on the lives of many at-risk middle school students both at school, in the community, and at home. Numbers of students involved in the program continue to grow, and students' attendance and grades are improving. The Board directs the Administration to: ► support the master plan for Vocational/Career Education as it is developed for implementation of the pilot program at a high school in September 1994. It is recommended that a committee be formed to assist in developing the plan; and ► evaluate and conduct a study to assure that vocational/career classes meet standards necessary for students to qualify for credit to meet college/university A-F entrance requirements. In addition, the Board: ► directs the administration to continue to explore strategies to meet the dropout prevention objective with continual monitoring and evaluation to be sure each 11 Five-Year Plan 1992-93 Year-End Progress Report August 17, 1993 tactic is fiscally sound and cost-effective; and ► recognizes the need to continually evaluate budget reductions so as to ensure appropriate action when it becomes apparent that the budget cuts have seriously impacted our educational mission. 12 Five-Year Plan 1992-93 Year-End Progress Report August 17, 1993 Strategic Objective V: MAINTAIN VOLUNTARY INTEGRATION PROGRAM PRIORITY Leadership: Dr. E. Neal Roberts Objective: The District's Voluntary Integration Options Program will continue to operate with no significant increase in racial isolation at any of the schools within the District. BOARD OF EDUCATION'S ASSESSMENT OF PROGRESS: In response to the Board's recommendations for 1992-93, it is noted that: ► The administration continues to pursue new and different options for parents electing to have their children participate voluntarily in the Desegregation & Integration program. ► Direction has been given to the Transfer Committee to give priority to allow a student who has moved to another school's attendance area to stay at the original school of enrollment. The Board commends the Superintendent and Staff for the following: ► The Voluntary Magnet Program comprised of 25 different themes located on 38 elementary and middle school sites. The goal of the District is to move forward with integration in our culturally diverse community which has had a dramatic change in the representation percentages of ethnic groups since this objective was originally written. In 1992-93 almost 6,000 students voluntarily moved to attend a special options program. The Options Program also enriched the education of another 12,000 students who attend the options schools as their "home schools." ► The District staff, as a whole, is aware of the potential problems, and, through positive cultural and structural integration and a united effort, we are meeting our goal with no significant increase in racial isolation at any of the schools 13 Five-Year Plan 1992-93 Year-End Progress Report August 17, 1993 within the District. The Board is fully aware of the potential legal consequences for a desegregation program that does not work. Since the District last appeared in court in the late 1970s, the administration, with staff and community support, has been able to provide the kinds of integration activities that have kept the District free of legal entanglements that have been so devastating in similar court-ordered programs. ► In addition, the Board recognizes two major constraints facing staff--space at many sites and the increase in minority population--which make it more difficult to meet District D & I objectives. The Board is, indeed, very proud of the staff for their continued efforts to meet this objective. ► Considering the creative way that the Los Angeles Unified School District was allowed to allocate the "previously disallowed D & I monies," the Board commends the administration for aggressively pursuing this year's "District's disallowed D & I funding" so that if and when those funds are received, they could be used in the District. In addition, the Board: ► directs the administration to review current options at schools where the minority/majority enrollments are not as balanced as in other schools and report findings/recommendations to the Board; ► directs the administration to carefully evaluate and monitor each Voluntary Integration Options program to be sure it is fiscally prudent and cost-effective; and ► recognizes the need to continually evaluate budget reductions so as to ensure appropriate action when it becomes apparent that the budget cuts have seriously impacted our educational mission. 14 Five-Year Plan 1992-93 Year-End Progress Report August 17, 1993 Strategic Objective VI: DEVELOP A PLAN TO USE TECHNICAL ADVANCES TO RUN OUR BUSINESS BETTER Leadership: Dr. Daniel S. King DEVELOP A PARALLEL PLAN FOR INFUSION OF TECHNICAL DEVELOPMENT IN CURRICULUM Leadership: Dr. Molly Helms Objective: A technology plan will be developed and implemented incrementally to provide for the use of technology as (1) a management tool to better facilitate communication within the District and allow more efficient data collection and paperwork flow and (2) an instructional tool to facilitate and improve the instructional delivery system in basic subjects and better prepare students to function in a world of rapidly advancing technology. BOARD OF EDUCATION'S ASSESSMENT OF PROGRESS: In response to the Board's recommendations for 1992-93, it is noted that: P. The Cajon High School science staff is exploring the possibility of a link-up with the Nutrition Services laboratory which will be established in 1993-94. Also, the life science staff at Cajon High School is exploring a similar link-up with the Gold Room staff in which students from both areas would participate. The Board commends the administration for the following: ► The addition of a new Technological Learning Center at North Verdemont Elementary School--making a total of five in the District--which use technology as a tool to boost reading skills. ► The District's active involvement, as a part of a demonstration project including Riverside and Los Angeles Counties, with the State Department of Education in 15 Five-Year Plan 1992-93 Year-End Progress Report August 17, 1993 the California Student Information System project which is in the process of automating the transfer of student information from district to district and from district to state. This plan includes demonstration projects for the 1992-93 school year and statewide participation by 1996-97. ► The implementation of the SPIN System, the computer-calling system, to place qualified substitutes in certificated absences. The Board directs the Administration to: ► study the possible future uses of technology in educational offerings, such as advanced science and foreign languages, through interactive hook-ups using state-of-the-art technology; ► study the possible future uses for technology for emergency/crisis use, computerized attendance of all employees, electronic transfer of student drop/registration materials, replacement of the student attendance system districtwide; and ► study and recommend improvements through the use of technology which were highlighted in the recent Maintenance and Operations Efficiency Study. In addition, the Board: P. directs the administration to continue to explore strategies to meet the technology plan objective, both in the business and educational areas, with continuous monitoring and evaluation to be sure each tactic is fiscally sound and cost-effective; and ► recognizes the need to continually evaluate budget reductions so as to ensure appropriate action when it becomes apparent that the budget cuts have seriously impacted our educational mission. 16 Five-Year Plan 1992-93 Year-End Progress Report August 17, 1993 Strategic Objective VII: DISTRICTWIDE MARKETING PLAN Leadership: Mrs. Barbara Spears-Kidd Objective: Continue to implement and expand as necessary the overall District marketing plan. BOARD OF EDUCATION'S ASSESSMENT OF PROGRESS: The Board commends the Superintendent and Staff for the following: ► The Communications/Community Relations Department has successfully "told the District's story" through strategies which included: • Principal-for-a-Day--program in which 43 community business people, legislative assistants, ministers, retirees, and public officials participated; • school tours for community members; • the Outstanding Student and Exemplary Employee Awards to give special recognition by the Board of Education; • the coordination of the Community Scholarship Association, • the expansion of the Adopt-A-School program--25 new adoptions making a total of 124; • production of IIP video for use by Board at service clubs, etc.; • production of Special Education video for use with parents and other groups, etc.; • production of eight television programs produced for Channel 3; 17 Five-Year Plan 1992-93 Year-End Progress Report August 17, 1993 • 75 media contacts--weekly news releases to local newspapers, radio and television stations including the Los Angeles Times; and • the Community Coalition for American Public Schools, made up of a cross section of city, school, and community groups, was formed to develop strategies to oppose the CHOICENoucher Initiative. The Board directs the Administration to: ► continue a proactive program to inform the community as well as District personnel of the District's fiscal crisis, facts about the "CHOICENoucher" Initiative and how it will affect the District, and other pending legislation which may affect the District negatively. In addition, the Board: ► directs the administration to continue to explore strategies to meet the districtwide marketing plan objective with continuous monitoring and evaluation to be sure each tactic is fiscally sound and cost-effective; and ► recognizes the need to continually evaluate budget reductions so as to ensure appropriate action when it becomes apparent that the budget cuts have seriously impacted our educational mission. 18 Five-Year Plan 1992-93 Year-End Progress Report August 17, 1993 Strategic Objective VIII: MAINTAIN A SAFE LEARNING AND WORKING ENVIRONMENT Leadership: Dr. E. Neal Roberts Objective: All District sites will provide a safe learning and worsting environment for students, staff, and visiting community members. BOARD OF EDUCATION'S ASSESSMENT OF PROGRESS: The Board commends the Superintendent and Staff for the following: ► Strategies implemented to develop a model School Police Department are: • Intensified training to provide campus security officers, School Police officers, and radio dispatchers with up-to-date knowledge on state-of-the- art ways of ensuring crime-free, safe campuses; • Moved the School Police Department to the SAGES site; • Completed several successful "sting" operations in conjunction with San Bernardino Police Department and other law enforcement agencies with perpetrators arrested and/or stolen items returned, • State-of-the-art security alarm system out to bid; • 7 School Police Officers completed P.O.S.T. extended format academy for a total of 15 out of 21 sworn officers that are academy graduates; • 10 School Police Officers attended S.O.S.O. transition from revolver to automatic pistol class; • All Sergeants, Police Officers, and Campus Security Officers received updated CPR, First Aid Cards, and Bloodborne Pathogens training; 19 Five-Year Plan 1992-93 Year-End Progress Report August 17, 1993 • All CSO's received baton and riot formation training; • Installed telephone hot-line to anonymously report weapons on campus and other crimes on campuses; • Developed plan to address social unrest and inserviced key personnel; • Purchased/acquired gas masks, face shields, metal detectors, MACE/PEPPER spray for use in the event of possible social unrest; and • Purchased portable command center to be used at an appropriate facility in the event of emergency. ► Implemented Districtwide back-support belt program, including training component. Implemented the Bloodborne Pathogens Control Plan. Completed earthquake preparedness training workshop with county schools and UCLA. First Aid/CPR Training was completed by 442 District employees. The Board directs the Administration to: ► continue the emphasis on moving toward "the very best" model School Police Department; ► develop a surveillance program, using state-of-the-art technology, to pilot at a District site; ► pilot a School Watch Program at selected school sites, with appropriate incentives to neighbors who report criminal activities on campuses and when perpetrators are arrested for damage, graffiti, theft, etc.; and ► establish a fund for appropriate awards to students who use the telephone hot- line or tell the principal/vice principals, in person, and report criminal activities, such as weapons and/other crimes, on campus and when perpetrators are arrested and charged for such crimes. 20 Five-Year Plan 1992-93 Year-End Progress Report August 17, 1993 In addition, the Board: ► directs the administration to continue to explore strategies to meet the student, staff, and community member safety objective with continuous monitoring and evaluation to be sure each tactic is fiscally sound and cost-effective; and ► recognizes the need to continually evaluate budget reductions so as to ensure appropriate action when it becomes apparent that the budget cuts have seriously impacted our educational mission. 21 PROBATION DEPARTMENT �c - COUNTY OF SAN BERNARDINO E0.NARDINO ❑ .175 West Fifth Street • San Bernardino, CA 92415-0460 `' % � BARBARA J. FRANK ❑ 235 East Mt. View • Barstow, CA 92311 Chief Probation Officer ❑ ,13260 Central Avenue Chino, CA 91710 ❑ 17780 Arrow Boulevard • Fontana, CA 92335 ❑ 8303 Haven Avenue • Rancho Cucamonga, CA 91730 ❑ 15505 Civic Drive • Victorville, CA 92392 ❑ 6527 White Feather Road • Joshua Tree, CA 92252 k San Bernardino City Council San Bernardino Board of Education SCHOOL ATTENDANCE IMPROVEMENT PROGRAM The attached material is provided to you as a model program. Please consider the following points: •' It demonstrates that a Probation Officer can have a positive impact toward improving school attendance • ADA monies through improved school attendance pay the salary of the Probation Officer 0 A Probation Officer on campus provides a liaison to the community, parents/student and the courts which has a delinquency reduction impact for at-risk students • The model is win-win for the student and the school Please contact me at 387-5855 if you wish to discuss further the development of a contract for a School Attendance Improvement Officer/Probation Officer at your school. Raymond B. Wing Deputy Chief Probation Officer Juvenile Services Division RBW:Iz Attachment ATTACHMENT B VICTOR VALLEY UNION HIGH SCHOOL DISTRICT ATTENDANCE IMPROVEMENT OFFICER GENERAL The School Attendance Improvement Officer (SAIO) will be a Probation Officer under contract to the District from the County Probation Department. The SAIO would be empowered through the Position with the Probation Department to make decisions regarding informal and formal probation status for students not complying with school regulations. It is felt that a Probation Officer with peace officer status would be more effective and provide leverage in persuading students and parents to cooperate. The SAID duties would cover a broad area. Serving as a Student Welfare and Attendance officer, the duties would include student/parent contact, home visitations, and chronically truant students. follow-up on Serving as coordinator of the Community School project in the Victor Valley Union High School District, the SAIO would work with the Community Schools Program of the County of San Bernardino to have the Community Schools absorb our high-risk students, which would serve as an additional alternative to expulsion, suspension, and other alternative placements already in existence. The SAID would assist in organizing an effective SART (School Attendance and Review Team) at each school site, and the reestablishment of SARB as appropriate if it is determined this would be an effective tool for reducing truancies and dropouts. U OS To divert students with school attendance the juvenile justice system b Problems from coordinating community services to vmeetg theirs special needs. 1 C To assist in the process of making school a meaningful educational experience for the at-risk student. C To increase ADA money by increasing the attendance of habitual truants. To improve District ADA by' 2o for the current year. G To centralize the handling of truancies under one person, freeing counselors'and administrators' time to work on other responsibilities. o To curtail criminal behavior during school iic.uz.s; having the students in school rather than r,�%,«-mdfngf tae community. o To serve as liaison between the school, Shartix" � Department, and the Probation Department. '. DUTIES: 1. To work on a referral basis from schools, paxL-nttm„ L-Ew enforcement, Probation Department, and people in the Communij:tT who might be aware of a student not attending schcc-1- 2. To initiate contact with schools who may have unver.iifjjet absences or truants and make Home Visits or contac; wit,} % ace or both parents regarding their child' s truancies. To, fcrlllsow— UP with telephone conversations with parents as needed*, 3. To develop a positive and cooperative attitude whin: JeaUrg with students and parents regarding attendance a3!t t;ruai problems. 4. To coordinate efforts on attendance improvement at vj : school level as a priority. e I 5 . Keep a daily log of students who have been contacteC that: dhy including addresses and phone numbers with the sittlioti;orn. and action taken and the results. 6. Assist in development of and be an active participait- ah• Std Meetings at each school site. 7. Advise the referring school with a report of casE st~atu ;,, action taken and recommendations (within 3 days) . 8. Attend meetings and conferences pertaining to Chilrt„ wjjr;.-�ja-e and Attendance Services. 9• Be a participating member of the District and CcuntW g Committee, when organized. 10. To coordinate the paperwork at each school sit&-, of students who are to be referred to the SARK Commit e,,,. w�a£ r. SARB is organized. 1.1 . Other duties as assigned as they relate to our purp:sa.., t ATTENDANCE IMPROVEMENT PROGRAM 1993-94 FIRST SEMESTER REPORT In March 1993, the Victor Valley Union High School District and the San Bernardino County Probation Department entered into a contract for the services of a probation officer as a component of the District's effort to improve attendance. The hope at the time was that the cost of the contract would be realized through an increase in ADA generated by the program. This report is a summary of my activities and the results of the District's efforts during the first full semester of the program. I think it is most logical to start with an overall view of the District's attendance profile. I then will outline some of the specifics of my duties and results of efforts I have made with individual cases. In January, I received attendance reports from Frances Warner , Accountant for the District. The reports reflect ADA collected by the District for the first four months of the school year (information for January was not yet available). I also received copies of the same reports for last school year and was thereby �abfNto compare ADA statistics _s for the same period. For the purposes of this reportj44rave used actual attendance days rather than apportioned because when I deal with individual students and families, I stress the need to be in school every day rather than getting an excuse for being absent. The reports for apportioned as well as actual attendance are attached to this report for review by the Board and all calculations I have used could be easily repeated using the apportioned attendance numbers. The comparison between the two years is outlined below. Approximate ADA dollar figures also follow along with an explanation of how each of the figures was calculated . 1 Comparison of Sept.-Dec. Attendance (Actual) School 92-93 93-94 %Change VVHS 88.50% 92.64% +4.14% VVJHS 91 .15 91.30 + .15 HOOK 91.07 91 .95 + .88 GHS 74.63 74.95 + .32 TOTAL 86.34% 87.71% +1.37% In order to determine approximate ADA that was recovered due to the increase in attendance in the District, we must look at the increase of total days of attendance. To see how I calculated these numbers, I will use VVHS as an example. SchoolNear Total Possible Days Total Actual Days Attendance % VVHS 92-93 201,535 178,359 88.50% VVHS 93-94 220,277 213,975 92.64% We cannot compare these numbers directly, because enrollment is up which has caused an increase in the number of possible days and has certainly contributed to the number of actual days. However, the percentages can be used to get an accurate comparison. Using this year's percentage with last year's number of possible days of attendance gives the following: 92.64% x 201,535 possible days = 186,702 actual days Compare that number to last year's figure of 178,359 actual days: 186,702-178,359 = 8,343 actual days Therefore, attendance at VVHS has increased by 8,343 total days compared to the same period last year(not including the increase due to higher enrollment). The 8,343 days means additional revenues to the District of approximately $166,860(assuming ADA of $20 per day). The high school obviously has had the largest-increase, but the 2 same method can be used to show additional revenues generated by the other sites: School Actual Days 92-93 Rate Actual Days 93-94 Rate Ch_ ange VVJHS 73,634 days 73,756 days +122 days HOOK 62,705 63,312 +607 G H S 7,409.4 7,441 +31.6 TOTAL 143,748.4 days 144,509 days +760.6 days This increase in days of attendance works out to approximately $15,212 in increased revenues for the other three schools in the District. Since AMS was not in operation last year, comparative figures are not available. TOTAL ADA INCREASE (ASSUMING $20/DAY) = $182,072 It should again be pointed out that this figure does not include any additional ADA generated by increased enrollment, and is only for the first four months of the school year. Projected over the course of the entire school year, this could mean additional revenues to the District of over $450,000. At this point I feel it necessary to state that by no means do I claim sole responsibility for this dramatic improvement in attendance. VVHS in particular should be commended for the effort they have made to make attendance a priority. Reassigning administrators and counselors to specific grade levels has allowed them to keep closer tabs on those students with attendance problems. The addition of personnel to verify absences and keep parents aware of their child's attendance has also been influential. The other schools in the District are also making a concerted effort to deal with attendance problems. It is quite clear to me at this point that this District has made attendance a priority, and all indications are that those efforts are paying off. I also believe that my services have contributed to the improvement in 3 attendance and will use the remainder of this report to identify specific services I have provided as well as some statistics on individual students I have dealt with. Attached is a numerical summary of contacts I have made with individual students, and the results of those contacts. As you can see, there appears to be at least some correlation between my contact with the student and/or parent and an improvement in the student's attendance. I picked a two week period before and after my contact to look at short term effects. For my end of the year report, I will examine a random sample of all the students contacted and look at their attendance for the rest of the school year following my contact with them. It is my opinion that it is somewhat difficult to determine the exact impact of my activities on the attendance of individual students since a number of factors normally come into play. However, I feel that these short term numbers suggest that, at least initially, I am achieving the desired results. Of course, I would like to see every student I come into contact with have perfect attendance after seeing me, but I also know that is not realistic. However, I have had some surprising results in a few cases. Attached to this report are two attendance profiles of VVHS students I have worked with this semester. The dates that are circled are the dates I made contact with the student. As you can see, in one case the student had cut every day since the beginning of school, but has missed just one period since seeing me in November. The other student had been withdrawn by his mother due to an alleged threat against him. She did not want to return him to the high school and was refusing to do so until I talked with her. The next week, the student was reenrolled at VVHS and has been attending on a regular basis since returning to school. These are real successes that I feel are directly related to my efforts. Of course for every student who makes a dramatic turnaround such as the above students have, there are many who continue to be attendance problems and I will discuss some of my efforts and suggestions to continue to improve our success rate in 4 dealing with chronically truant students. I feel it is important to point out when looking at the numbers I have compiled, the number of students that I have verified as moving out of the District (that figure also includes students who transfer to private schools).. By verifying the student leaving, the student may be dropped from the rolls immediately rather than waiting the normal 45 day period. While these students obviously do not generate ADA for the District once they leave, the fact that they are not carried on the rolls and marked absent every day allows the District's ADA percentage to increase.