Long Term Planning

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Long Term Planning
RESCUE UNION SCHOOL DISTRICT http//rescue.k12.ca.
us/

• 2007-2008

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Agenda

• District Overview
• Where have we been?
• Where are we now?
• Planning for the future
• Where do we want to be?
• Where do we go from here?
• How do we get there?
• How do you envision that you might be able to
  help us get there?

Handout Page
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Rescue in Review
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MISSION

• Rescue Union School District, in partnership with
  families and the community, is dedicated to the
  success of every student by providing a
  challenging, comprehensive, and quality education
  in a safe environment in which all individuals
  are respected, valued, connected, and supported.

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VISION

• Rescue Union School District is known and
  respected for quality educational programs that
  prepare students for the ever-changing challenges
  of society. Rescue students succeed with the
  active support of families, staff and community
  members. Students are literate, self-reliant,
  respectful citizens who are prepared for the
  future.

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Rescue Union School District Officially Became a
District in 1950
Tennessee School 1940
Green Valley School Class - 1939
Green Valley School - 1887
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Rescue Union School District
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RUSD EnrollmentTrends Projections
Total Students
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RUSD Ethnic Percentages by Site
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RUSD - Slowly Increasing in Diversity
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Impact of 06-07 Interdistrict TransfersRequests
to attend a school located outside the district
boundaries
Transfer Out 337 Transfer In 146 Net impact
(191) 5,580 X (191) (1,065,780)
Notes Reason 1 - Continuing Inter District
Transfers 2 - Employment of Parent
Includes Other Reasons
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Trends to Watch

• Changes in enrollment numbers
• Extent to which particular areas have changes in
  enrollment patterns
• Impact of new construction and/or major employers
  (e.g. Shingle Springs Casino) on enrollment
• Changes in diversity of state, county and local
  community
• Reasons for Interdistrict Transfer requests

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Special Needs
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Gifted and Talented Education(GATE)

• Districts receiving funds are to support students
  who were gifted and talented in areas such as
  specific academic ability, leadership, visual and
  performing arts, and creativity.
• GATE programs are to planned and organized as
  differentiated learning experiences within the
  regular school day
• GATE support may include special day classes,
  part-time groupings and cluster groupings
  consistent with the regulations of the State
  Board of Education (SBE).
• The programs are to be planned and organized as
  an integrated, differentiated learning experience
  within the regular school day, and may be
  augmented or supplemented with other
  differentiated activities related to the core
  curriculum using such strategies as independent
  study, acceleration, post secondary education,
  and enrichment.

GIFTED TALENTED EDUCATION (GATE) Comparison of
Total GATE Students CA 8.2, El Dorado Co
7.1, RUSD 8.3
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Facts about English Language Learners (EL
students)

• Almost 25 of students in CA are EL
• About 85 of CAs EL students are Spanish
  speaking
• EL students have to face the challenge of trying
  to learn a new language and new academic skills
  at the same time
• The law governing the educational services for
  ELs is varied and consists of both state and
  federal requirements. Federal law clearly takes
  precedence over state law if there is a conflict.
• Districts must comply with all federal
  requirements while also implementing state
  requirements in supporting the needs of EL
  students

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RUSDS EL Program

• Identification and Monitoring Ongoing Progress -
   Students are both identified as needing support
  and redesignated as being fluent by using
  multiple ways of measuring progress including the
  California English Language Development Test
  (CELDT)
• Instructional Program - 30 minutes or more of
  daily English Language Development (ELD)
  instruction (in addition to instruction in
  English Language Arts curriculum), with some aide
  support in classrooms
• Materials - High Point (ELD Curriculum),
  supported by Rosetta Stone (Computer-based
  Language/Vocabulary Development)
• Parent Support - Adult classes one night per week
  (at Green Valley site) using Rosetta Stone and
  instruction from an ELD teacher
• Parent Participation - Monthly meeting of the
  English Language Advisory Committee (ELAC) at
  Green Valley and quarterly meetings of the
  District English Language Advisory
  Committee (DELAC)

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RUSDEnglish Learners (EL)6 Year HistoryTotal
EL Students CA 24.9 El Dorado Co
5 RUSD 2
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Trends to Watch

• Changes in of GATE EL in RUSD by area and by
  site
• Research findings on successful strategies
• Funding options
• Changes in languages represented in community
• Extent to which RUSD documents need to be
  translated for parents/guardians

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Special Education

• Federal Law - all students have the right to a
  free and appropriate education
• Ongoing recruitment and training of staff and
  good relationships with parents/guardians are
  critical to success
• Most districts also work with non-public agencies
  to support student needs
• CA districts spent about 1.8 billion from
  general funds to cover the costs to offset the
  insufficient Federal funding for mandated support
• August 2005, Rescue shifted to the Inclusion
  Model. As a result, students who previously might
  have been placed in an all-day, special education
  class, now have an opportunity to spend more time
  in a general education classroom setting

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RUSDs Special Education Programs

• The District offers a continuum of services in
  the least restrictive environment to students who
  have been identified through the Individualized
  Education Program process as eligible for special
  education per federal and state legal criteria
• All school sites house a special education
  program, which provides collaborative,
  consultative and pull out/direct instruction
  services based on needs and related goals per
  each eligible students' Individualized Education
  Plan (IEP)
• In addition to these programs, various related
  services, which include but are not limited to
  Speech, Adapted Physical Education and
  Occupational Therapy, are also provided via the
  IEP

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RUSD Special Education ProgramNumber of Students
Needing Support, by Primary Disability
Total Students Identified As Needing
Services CA 11 RUSD 8
Number of Students
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COUNTYWIDE K-8 SPECIAL ED CLASSESNote
Enrollment s change daily, Classes change yearly

• Gold Oak
• Intermediate Severely Handicapped, 3-6 grades,
  2/9 are RUSD students
• Gold Trail
• Intermediate Emotionally Disturbed, 5-8 grades,
  1/8 are RUSD students
• Middle Emotionally Disturbed, 7-8 grades, 4/8
  are RUSD students
• Primary Emotionally Disturbed K-3 grades, 2/6
  are RUSD students
• Mother Lode
• Preschool, 1/12 are RUSD students
• Placerville
• Preschool, 0/12 are RUSD students
• RUSD
• Autism, K-5 grades, 5/15 are RUSD students
• Autism, PreK-K, 0/7 are RUSD students

• Buckeye
• Orthopedic Impairment (Brooks), K-5 grades, 3/7
  are RUSD students
• Orthopedic Impairment (Silva), K-5 grades, 3/7
  are RUSD students
• Deaf and Hard of Hearing, K-8 grades, 0/4 are
  RUSD students
• Preschool, 1-4/24 are Rescue students
• Camino
• Primary Severely Handicapped, K-2 grades, 0/12
  are RUSD Students
• Severely Multiply Impaired Learning Environment,
  PreK-12 grades, 0/12 are RUSD students
• El Dorado County Office of Education
• Preschool-Autism, 2/5 are RUSD students

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Non-Public Agencies and Services

• EXAMPLES OF SERVICES PROVIDED
• Occupational Therapy
• Physical Therapy
• Autism Support
• Behavior Consultants
• Home Nursing
• Preschool

Current Impact on Districts General Funds
248,391(as of October 2007)Note This figure
fluctuates on a monthly basis, based upon the
changing needs of individual students
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Trends to Watch

• Changes in specific student needs
• Alignment of RUSDs continuum of services to
  student needs
• Reasons for request of services from Non-Public
  agencies and services
• Training needs of staff and parents/guardians

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How are our students doing?
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No Child Left Behind (NCLB)

• Annually, we are expected to increase the number
  of students who are proficient or advanced in the
  areas of English/Language Arts (ELA) and
  Mathematics
• By 2014 we are expected to have all students in
  our district score at the levels of proficient or
  advanced in these areas
• Penalties and sanctions commence as schools fail
  to reach the ever-increasing achievement targets
  for all students or for significant sub-groups
  based on ethnicity, language or socio-economic
  factors

Watch the CA student achievement goals as they
curve upward on the following slide
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CA Striving to Meet NCLB Targets for All Students
- Ultimately They Will Be Unreachable
National 2014 Goal
Example, research indicatesthat it takes
3-5years for a studentto be fluent in
English. Can all 2011 immigrantsbe fluent in
Englishby 2014?
CA Mandated Percent Proficient
Year
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RUSD Academic Performance Index(API) 99-07
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Regionally Comparative Districts API Data
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What Is Also Emphasized In RUSD, But Not Tested?

• Digital Literacy
• Artistic and Musical Aptitude
• Creativity
• Problem Solving Ability
• Integrity
• Ability to Work With Others
• Compassion
• Character
• Sense Sensitivity
• And others
• What are the Federal and State agencies leaving
  behind?

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Trends to Watch

• Analysis of achievement of individual students,
  Vs aggregated scores
• Achievement of all sub-groups
• District-wide and site needs, based upon analysis
  of data
• Analysis of district-wide results from the
  assessment of student progress throughout the
  year (formative) Vs annual (summative)
  assessments
• Using digital Vs paper-based resources
• Results from implementation of preventative and
  intervention programs

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Facilities
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Major Areasof New HomeDevelopmentin RUSD
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Potential New Homes in Rescue USD
The District is projected to grow over the next
six years by 725 students
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Maximum Buildout Potential
(Possible, but not probable)
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Capacity ofSchoolFacilities
To be determined
In order to reach maximum level of use, a number
of programs would need to be relocated to shared
rooms.
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ExampleMarina Village Facility Use2004 to 2013
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ExamplePleasant GroveFacility Use2004 to 2013
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Status of Measure K Projects

• As of Fall 2008, all projects will have been
  completed at all schools built before 2004 with
  the exception of the expansion of the parking lot
  at Marina Village and the Library and Computer
  Room at Rescue.

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Trends to Watch

• Impact of changes in enrollment on facility needs
• New developments in community
• Major turnovers in property ownerships
• Changes in requirements for facilities
• Changes in funding options for new construction
  ormodernization projects
• Shifts in technology creating shifts in
  infrastructure needs

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Budget Considerations
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Budget - Both Restricted Unrestricted Funds
(28,821,816)
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Budget - Only Unrestricted Funds (22,380,310)
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Other Facts to Consider

• The average amount of unrestricted money received
  in 2006-2007 by districts in El Dorado County was
  about 5,790 per student. Rescue received about
  5,580, per student about 210 less per student
  than the average for our county, resulting in
  approximately 795,000 less money for our
  district programs.
• In some of our schools we will barely have enough
  capacity to house our students over the next five
  years however, enrollment may plateau within
  those five years because of the decline in
  construction.

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Major events impacting RUSD

• In June 1978, Proposition 13 took local control
  of setting property taxes away from school
  boards.
• In the 1990s, state funding for schools declined
  dramatically and threatened art, music, PE and
  technology programs.
• In 1998 the State of California implemented
  standards-based assessment
• In 1998, Measure K was passed, providing the
  district with 27 million in bonds Final
  issuance in Fall 2007
• No Child Left Behind (NCLB) implemented in 2001

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Major events impacting RUSD cont

• During the 2003-2004 school year, Governor
  reduced education budget resulting in districts
  needing to make mid-year cuts in staff and
  programs
• RUSD opened two new schools in two years
  (Pleasant Grove in 2003 and Lakeview in 2005)
• In 2005 RUSD fully implemented the Inclusion
  Model for Special Education students
• El Dorado County General Plan was held up in
  courts, but on April 18, 2006 the El Dorado
  County Board of Supervisors entered into a
  settlement agreement
• Present decrease in overall development of
  property and homes
• Current statewide budget crisis

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Trends to Watch

• Shifting funds from high-performing district to
  support interventions for low-performing
  districts
• Shift of state funds to offset losses of
  declining-enrollment districts
• Impact of national disasters (e.g. Hurricane
  Katrina) on Federal funds
• Location and types of major development
  projects and major employers in community
• Opportunities for grants and exploring
  possibilities to implement new cost-savings
  programs
• Current State budget crisis Potential for
  under-funding and/or mid-year cuts because of the
  decline in housing market and
  the general economy

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Fortunately

• We are a extraordinary district with outstanding
  student achievement evidence of incredible
  students, staff and community support!!!

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What is our goal between now and the end of the
school year?

• By June 2008, develop a general five-year plan
  for the district and a detailed two-year plan for
  the district
• To develop a protocol for yearly review and
  revisions to the five-year plan

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We need to gather input about what do we need to
do to continue to ensure quality programs in
quality schools.

• Conversations with staff
• Conversations with community
• Form and share input with the District Planning
  Task Force to develop a draft plan to be shared
  with the Board
• The Board will review the recommendations and
  make any necessary revisions

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Our discussions about the future for RUSD must
acknowledge our history and success and also
consider how we must change to address the needs
of our students in this fast changing world.
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What examples of other factors do we need to
consider in a complex world?

• What knowledge, skills and attributes do our
  students need to be successful in a global
  society?
• How do we ensure that students have the spirit of
  creativity, entrepreneurship and innovation that
  will be needed to adjust to a constantly changing
  environment?

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And, as we look to the future we know that our
students must continue to excel in the basic
skills (e.g. language arts, math, science, etc.),
but in our complex world they must also excel in
things like creativity, innovation, collaboration
and cultural proficiency.
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In a time of drastic change it is the learners
who inherit the future. The learned usually find
themselves equipped to live in a world that no
longer exists. Eric Hoffer
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Thank you so much for joining us in support of
our students!!