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October 17, 2012 Governing Board Meeting
NEW HIRE
ADMINISTRATIVE STAFF
NAME ASSIGNMENT
Cook, Jeffrey Transportation Administrator
CERTIFIED STAFF
NAME ASSIGNMENT
Lindsey, Tracy Teacher
CLASSIFIED STAFF
NAME ASSIGNMENT
Carl, Sean Athletic Equipment Manager
Council, Jennifer School Aide
Cross, Cynthia Instructional Asst.
Damon, Rona Security Guard
Earle, Terrence Trainee
Edwards, Emma Child Care Aide
Filler, Ami Instructional Assistant SC
Friar, Terri School Aide
Jackson, Sabrina Assistant Child Care Facilitator
Kisicki, Joseph Lead Computer Technician
Larson, Christopher Child Care Aide
Lorentz, Serenity Child Care Aide
McClain, Kathleen Bus Driver
Payne, Sr., Larry Trainee
Pierce, John Instructional Assistant 1:1
Reeves, Zachery Child Care Aide
Windsor, Angela Instructional Assistant
Wright, Terrica Trainee
SUBSTITUTE TEACHERS
The following Substitute Teachers will be paid by M&O per Board Policy.
Alpert, Andrea
Anderson, Janie
Bolitho, Andrea
Hiter, Dario
Howard, Amanda
McCarthy, Nicole
Scheutzow, Arlene
Scott, Eric
Stevens, Jobeth
Vazquez, Gloria
APPENDIX A
October 17, 2012 Governing Board Meeting
CLASSIFIED SUBSTITUTE STAFF
The following Classified Staff Subs will be paid by M&O per Board Policy.
Ferrier, Brian
RESIGNATION
CERTIFIED STAFF
NAME REASON EFFECTIVE
Batrouni, Kate
Relocation/Administration Supports
Waiver of Liquidated Damages 10/25/2012
McCarthy, Nichole
Personal/Administration Supports
Waiver of Liquidated Damages 09/30/2012
Storck, Tammy
Relocation/Administration Supports
Waiver of Liquidated Damages 10/18/2012
SUBSTITUTE TEACHER
NAME REASON EFFECTIVE
Pires-Moore, Amy Relocation 10/04/2012
CLASSIFIED STAFF
NAME REASON EFFECTIVE
Bogue, Tabita Relocate 10/04/2012
Mason, Nicole Personal 10/05/2012
Mercado, Lisa Personal 10/26/2012
Newman, Harry Personal 10/12/2012
Palle, Wolfgang Retirement 11/05/2012
Provenzano, Doug Personal 09/28/2012
Richardson, Tanya Personal 09/24/2012
Smith, Gennie Personal 09/24/2012
Stiltner, Patricia Personal 10/02/2012
Topete, Virginia Personal 10/12/2012
Wright, Alicia Personal 10/04/2012
CLASSIFIED EXEMPT STAFF
NAME REASON EFFECTIVE
Null, Donna Deceased 09/13/2012
October 17, 2012 Governing Board Meeting
SUPPLEMENTAL COMPENSATION
Staff will be paid per MOU for Teaching and Tutoring.
Arismendez, Lorena
Barkley, Sarah
Bedolla, Torrie
Bedolla, Xavier
Blanco, Lucy
Boren, Amanda
Borges, Crystal
Brady, Kathy
Cardon, Enrique
Carrasco, Celia
Chavez, Kelly
Denny, Charleen
Durlak, Susan
Ehret, Kathryn
Franco, Kristie
Hall, Denise
Hall, Starlah
Hamende, Melissa
Hirmis, Caroline
Horine, Gregory
Hout, Susan
Hufford, Kosette
Klumb, Amy
Kutcherman, Ronda
Loyd, Sheri
Martelli, Michelle
McBride, Marleen
Miranda, Anahi
Nelson, Curtis
Ockenfels, Rebecca
Plonski, Stacey
Rose, Denella
Saenz, Andrew
Schernicoff, Jennifer
Scholtz, Brandon
Schrader, Susan
Sehr, Trevor
Skelly, Greta
Suidinski, Lynne
Suljic, Armina
Timmons, Jennifer
White, Jeanna
Whitman, Danielle
Williams, Aaron
Zimmerli, Jacqueline
Staff will be paid per MOU for K-8 Grade Level Chair.
Cisneros, Rosalva
Gura, Lisa
Heck, Linda Ellen
Miller, Hillary
Olson, Karissa
Orozco, Ernestina
Orozco, Julia
Rinkeviczie, Jimmi
Sprankle, Sandy
Young, Amy
Staff will be paid per MOU for Bus Driver Training.
Mendoza, Edgar
Staff will be paid per MOU for Additional Days Counselor.
Chagolla, Monica Di Nello, Jennifer
Staff will be paid per MOU for After School Coordinator.
Monnet, Sarah
Staff will be paid per MOU for K-8 Activities.
Guest, Marcia Lewis, Aleta
Staff will be paid per MOU for K-8 Extended Day Activities.
Altamirano, Annette
Clark, Charleen
Estes, Marilee
Hein, Jessica
Huber, Jeffery
Hughes-Polk, Heather
Kennedy, Amy
Killeen, Aaron
Knutson, Susan
Lopez, Cynthia
Michaels, Janet
Porretta, Julie
Rahn, Holly
Richardson, Diana
Scherman, Joshua
October 17, 2012 Governing Board Meeting
Spiegel, Vicki
Teeter, Sarah
Truitt, Nicole
Zwick, Beverly
Staff will be paid per MOU for Translation.
Barrera De Hernandez,
Maricela
Bohon, Michelle
Chagolla, Monica
Chavez, Crystal
Encarnacion, Maria
Fellow, Jan
Garcia, Maricela
Johnson, Bethany
Rivero, Manuel
Saltarelli, Charlene
Sanchez, Dawn
Soriano, Francisco
Soto-Gomez, Gianna
Wojtovich, Sarah
Staff will be paid per MOU for Creating Online Courses.
Morgan, Kathy
Staff will be paid through Grants for Additional Hours.
Anaya, Sandra
Arroyo, Gina
Bojorquez, Benjamin
Boulware, Jennifer
Cano, Elvira
Carranza, Maria
Castro, Ida
Chavez, Esmeralda
Chinchilla, Marta
Dub, Joanna
Flores, Esperanza
Garcia, Mayra
Garza, Guadalupe
Gatson, Andrea
Hernandez, Norma
Hirschl, Miriam
Izaguirre, Mary
Noseworthy, Maritza
Ordaz, Stephen
Perez-Mercado, Leticia
Ramirez, Ysella
Rocha, Jacqueline
Saenz, Adonna
Sikorski, Lisa
Torkelson, Luann
Vela-Deluna, Nora
Weid, Irene
Staff will be paid per MOU for Curriculum Writing.
Bishop, Rene
Braden, Amy
Chang, Cecily
Hubbert-Philpott, Elizabeth
Skelly, Greta
Snow, Benjamin
Staff will be paid per MOU for Game Worker.
Beuthin, Donna
Gordon, James
Gualdoni, Sandy
Hoyt, Carole
Mays, Curtis
McCarthy, Nicole
Morrow, Shad
Paul, Remo
Provenzano, Douglas
Dysart Unified School District
Maintenance and Operation Override
FY 2011-2012 Expenditure Report
Override Purpose Total Expenditure
Student programs including art, music, band, physical education and athletics $7,035,417.39
Provide all-day kindergarten free of charge throughout the District, if current State funding for all-day
kindergarten is reduced or eliminated $2,189,703.41
Continue critical resources for the K-3 reading program and support lower K-3 class size $1,121,752.19
Current class size ratios $6,986,031.01
Total M & O Override Expenditures $17,332,904.00
Submitted by Marcie Rodriguez Governing Board Meeting October 17, 2012
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APPENDIX B
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Design & implement a college & career planning process that enables students to develop needed skills to transition to postsecondary pathways.
APPENDIX C
� .5 counselor per K-8 school to implement Career & College Readiness (CCR) curriculum grades (5)6-8� ECAPS (Education Career Action Plan) - students focus on postsecondary and career planning options, develop ECAPS electronically through AZCIS.
� Parents educated in assisting with AZCIS and able to create student portfolio.
� Resources
� myFuture
� Leadership West Project
� Western Maricopa Education Center (West-MEC)
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2011 - 2012: � Successfully completed curriculum pilot at Desert Moon, Marley Park,
Sonoran Heights and Surprise Elementary� Training on AZCIS and CCR curriculum for Middle School Teacher Leaders ( 3
sessions during the school year and one intensive 2 day summer training).
Pilot Model Fall 2012� El Mirage and Dysart Elementary School – 7th and 8th grade teachers
teaching CCR curriculum including critical thinking and problem solving, learning and achievement (Cornell notes) and critical reading and writing
� Counselor teaching CCR curriculum focusing on 6 year plan, career research, student portfolio, ECAPS, personal awareness, reflection, bullying prevention, collaboration, and relationships to 5th – 8th graders
Implementation 2013� All 20 elementary schools implement Pilot Model� Teacher Leadership Cadre training and support throughout the
implementation process
College and Career Readiness prepares students for success in the workplace and at school. The outcomes are aligned to Career and Technical Education Standards, the Arizona Core Curriculum Standards, and provides the students the skills and knowledge to complete their personal Education and Career Action Plan (ECAP).
� Six-Year Plan, Career Research, Student Portfolio, ECAP, AZCISStudents will set college and career goals and complete a college and career portfolio aligned to their goals.
� Collaboration/RelationshipsStudents will describe and model communication and team skills that contribute to learning and lifelong success in school and work.
� Critical Thinking and Problem Solving
Students will solve and apply critical thinking and problem solving skills required to solve academic and real world problems.
� Personal Awareness and ReflectionStudents will evaluate and reflect on their individual intelligences, strengths, values and personality traits.
� Learning and Achievement
Students will take Cornell notes, organize and track their learning, assignments, work, and will connect their behaviors, actions and decisions to their understanding of content and their
academic achievement.
� Critical Reading and Writing
Students will demonstrate critical reading skills for attacking enriched text to gain deeper meaning and will use the writing process to write thoughtfully.
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� Current data - iASSESS
�Graduation rates
�SAT
�ACT
5
4 Year Graduation Rate
Location 2009 2010 2011
DHS 82 89 96
VVHS 81 84 85
WCHS 90 91 91
DUSD 85 87 88
AZ 76 78 78
5 Year Graduation Rate
Location 2009 2010 2011
AZ 78 na na
DUSD 85 89 91
DHS 82 91 96
VVHS 81 88 89
WCHS 90 92 92
Historical DUSD Graduation Rates
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DUSD Students: College Readiness Based on ACT Test Information (Sy2011-12
475
468
456
463 463
447
463460
441
477
466
458
477 477
462
400
410
420
430
440
450
460
470
480
490
500
Critical Reading Math Writing
Mean High School SAT Scores by Subject: 2007 to 2011Dysart Unified School District
2007 2008 2009 2010 2011
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� Additional data
� ASVAB
� Senior Survey (spring 2013)
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Dysart Unified School District Vision
Power in the preparation
Excellence in the journey
Success for a lifetime
El Mirage Vision
~ Future ready~
~High expectations~
~No excuses~
APPENDIX DAPPENDIX DAPPENDIX DAPPENDIX D
EL MIRAGE SCHOOL PROFILE
School Demographics
� State label “C”
� 901 students
� 142 special education students (16%)
� 19 gifted students
� 122 ELL students (15%)
� 66 % of students qualify for free/ reduced lunch
AIMS scores 2011 2012
Reading 68 66
Math 54 54
Writing 33 31
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ANALYZE DATA
Celebrations:
• 50% of ELL students reclassified
• AIMS 7th grade reading- 78% meets and exceeds
• AIMS 11% growth in 8th grade reading scores
• AIMS 8% growth in 7th and 8th grade math scores
Areas of Concern:
• Not moving enough students into the next FAME category
• Not moving enough students into the Exceeds category across all grade levels
• Individual students not being targeted for SPED testing on a consistent basis
GOALS
• All students will meet or exceed state standards in reading and
math
• All students will gain one year's growth or more in reading and
math.
• 55% of the English Language Learners will test proficient as
measured by AZELLA
• El Mirage will be an A school
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ACTION PLANNINGActionsInterventions & extensions for each individual student’s needs.
Extended Day (tutoring) across all grade levels targeting skills and foundational gaps for specific students.
Differentiated instruction in core, interventions and extensions.
30-40 minute Tier II reading and math interventions across all grade levels.
Individual student charts based on formative data.
PLCs , Grade Levels and other instructional staff collaboratively plan instruction based on data to close the performance gaps.
Leadership meets to discuss instruction and student learning, model PLCs , culture, and data disaggregation.
Principal and IGT meet with grade levels bi-weekly to focus on data analysis, planning, and instruction.
PLC’s meet in the library to promote vertical articulation and collaboration among all instructional staff in every grade level.
Technology Committee to design professional development to increase technology use by students.
School Culture
McRel culture training for staff
Essential 20, a school-wide program focused on Character Counts and CHAMPS
30 minute College and Career Readiness in 7th & 8th grades and Career Fair
No Excuses University (NEU)
Parent Teacher Organization/Parenting Partners.
MEASURES OF SUCCESSFormative Formative Formative Formative assessments/ benchmarksassessments/ benchmarksassessments/ benchmarksassessments/ benchmarks
DIBELSDIBELSDIBELSDIBELS/ progress monitoring/ progress monitoring/ progress monitoring/ progress monitoring
Certified Evaluation SystemCertified Evaluation SystemCertified Evaluation SystemCertified Evaluation System
Grade Grade Grade Grade level, classroom, and student data level, classroom, and student data level, classroom, and student data level, classroom, and student data growth chartsgrowth chartsgrowth chartsgrowth charts
Increased use of students using technologyIncreased use of students using technologyIncreased use of students using technologyIncreased use of students using technology
Increased Increased Increased Increased parent involvement parent involvement parent involvement parent involvement in PTO , Coffees, Parenting in PTO , Coffees, Parenting in PTO , Coffees, Parenting in PTO , Coffees, Parenting Partners Partners Partners Partners and other areasand other areasand other areasand other areas
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Luke Elementary
CIP
Luke Jets Soar!
Power in the Preparation, Excellence in the Journey, Success for a Lifetime
We Are Dysart!
Building a Foundation-
Defining Data Needs
What was reviewed-
• Strategic Plan
• School CIP
• School Accountability Labels
• AIMS Data
• SAI Survey Data
Data Based on Scientifically Based Programs
• PLCs
• RtI
• Co-Teaching
• Common Core State
Standards
• Charlotte Danielson
• Reading First
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Collecting & examining data
Luke’s Demographic Information-
– 789 students – 431 boys, 360 girls
– 71% Free and Reduced Lunch
– Breakdown of student population-
• White – 290
• Hispanic/Latino- 321
• Black or African American- 96
• Asian –30
• American Indian or Alaska Native – 9
• Native Hawaiian or other Pacific Islander – 5
• 26 ELL students – Had a 45% reclassification rate.
Big Picture-
• AIMS Data – From 2011 to 2012,
the percent of students passing in
reading dropped in all grade
levels. The same is true for math,
except in 4th and 6th grade which
increased.
• AZ Learns –
– 2010- Performing Plus
– 2011- B
– 2012 - B
Analyze data
• Celebrations-– Overall, still have a low percentage of
students at FFB in reading and math. In 2009-2010, there were increases across all grade levels in both areas except 4th
grade reading and 6th grade math.
– Overall, still have a low percentage of students at FFB in reading and math.
– All grade levels are a concern since all grade levels, except 4th and 6th grade math, regressed.
– Largest Concerns – 3rd grade reading and math; 5th grade reading and math
• Areas of Focus-– PLCs
– Strengthen Instruction in Every Classroom
– Culture
– Parent and Community Connection
• AIMS Percent Passing
2010 2011 2012
Reading 71 77 72
Math 59 65 61
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Goal Setting
• Luke Elementary will be an A school.
• Students will meet or exceed state standards
as measured by state assessments at
mandated grade levels.
• 90-100% of students will achieve one year’s
growth (OYG) in reading and mathematics.
Action Planning
Action Steps-
• Individual Reading and Math Plans to ensure each & every student makes OYG
• Additional 30 minutes reading instruction for Intensive and Strategic level students built into the regular schedule
• Walk to Read & March to Math
• Before & after school tutoring/Saturday school
• Monthly celebrations of student achievement
• Parent training in literacy support
Measures of Success
• Conversations are focused on teacher effectiveness, student achievement, and the creation of common formative assessments.
• SAI Survey Results, Brief Chats
• Classroom observation data collected to make sure that these things are happening.
• Common Formative Assessment data, DIBELS data, benchmark data
• Increased participation from parents whether they come to school, communicate through email, notes, phone calls
• Parent Satisfaction Survey
12/12/2012
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Shadow Ridge High School
To be a HOME to a community of learners where we inspire student excellence.
Shadow Ridge School Profile
School at a Glance
• State label “B”
• 106 Special Education Students
• 5 ELL Students
• 60 Certified Teachers
• 25 Support Staff
• 2012 Skills USA National Champion Ryan VerPooten
• $1,075,000 earned in scholarships
7 AP Classes • AP Calculus
• AP Biology
• AP Chemistry
• AP Language & Comp
• AP Literature & Comp
• AP US History
• AP Government
3 Dual Enrollment Classes• Architecture
• Trig/Pre-Calculus
• AP Calculus
Shadow Ridge High School opened its doors 3 years ago and celebrated its first graduating class last year with the Class of 2012
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Beginning the Journey – CIP Goals
� Earn accountability label of an A
� All students meet standards
� All students ready for post-secondary opportunities
� All students learn
� Create a learning community where every member is valued
� Promote a Safe and Orderly Environment that ensures student learning
Analyze Data – How did we do?
� 75% of students Met or Exceeded AIMS Math (53% / 22%)
� 80% of students Met or Exceeded AIMS Reading (77% / 9%)
� 70 % of students Met or Exceeded AIMS Writing (75% / 1%)
AIMS SCORES
2011 2012
Math 71% 75%
Reading 82% 86%
Writing 78% 76%
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Gap Analysis
Challenges Where we want to be
� B Label two years in a row
� Ad hoc decision making/planning process that hasn’t adjusted as school has grown
� Curriculum gap exists between current state standards and common core standards
� Student absenteeism
� Transition from West Ed to Danielson Model
� Inconsistent use of formative assessments
� Lack of movement of students earning exceeds in AIMS
� A Label
� More students enrolled in AP classes and retaining them
� Increase more Dual Enrollment classes
� Higher percentage of students earning 4’s and 5’s on AP exam
� Increased attendance at school – 97% or higher
� Increase leadership capacity among certified staff
� Students prepared to take the PARCC exam
� Teachers use data derived from common formative assessments
Action Plan – Road Map for Success
� Using AIMS ◦ FFB & APP students receive targeted interventions
� Mandatory after-school tutoring 2 days per week
� Early release Monday targeted assistance program
◦ High Meets & low Exceeds receive targeted interventions� Monthly peer-tutoring sessions delivered by Junior and Senior NHS students
� Early release Monday targeted assistance program
� PLCs develop formative assessments aligned to Common Core State Standards.� Attention to attendance by utilizing the CUTS program for students up to 16 years of age along with strongly enforcing ARS 15-802
� Restructure the SST procedure to create RTI team to streamline process for identifying students for interventions.◦ Tier 2 interventions to include small group instruction focused on key concepts essential to learning outcomes
◦ Specific levels of support designed for each tier
� Shift focus on grading from what was taught to student learning◦ Campus-wide teacher tutoring hours of at least 30 minutes two times per week
� Vertical alignment of curriculum to support Advanced Placement and Dual Enrollment classes
� Utilize PLC framework and research based best practices to expand leadership capacity◦ Collaborative teams to support student achievement
◦ Stakeholder shared decision making
◦ PBIS
� Implement an awards program that recognizes excellence for students, faculty and staff
12/12/2012
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Shadow Ridge
�High Expectations
�Opportunities
�Meaningful Relationships
�Empowerment
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