Checks & Balances

School | District Governance

 

Be In The Know

School Board Meetings

Agendas

School Board Meetings are generally held on the second Tuesday of the month during the academic school year.  All agendas and minutes are stored in a Google Doc Folder maintained by the district and can be accessed here: https://drive.google.com/drive/u/0/folders/0BxpGJusV-5BvcGFwRUlaVXZwTUk   

Meeting agendas are generally posted the Friday before the regular board meeting.

Live Meetings

SVTV (Channel 27) streams meetings live on the second Tuesday of the month at this link:  http://sonomatv.org/svtv-live-stream/

Archived Meetings

SVTV also archives past meetings that can be accessed on their YouTube channel https://www.youtube.com/channel/UC2gLlxUQ-doRNEJ9mrgzUuw or weblink 

http://sonomatv.org/on-demand/

SSC

School Site Council

The school site council (SSC) is a group of teachers, parents, classified employees, and students (at the high school level) that works with the principal or administrative designee, to develop, review, monitor and evaluate the implementation of the Single Plan for Student Achievement (SPSA) and the Western Association for Schools and Colleges (WASC) Plan. School plans must also be developed with review, certification, and advice of applicable advisory committees such as ELAC or Boosters as per Education Code.   An additional purpose is to maintain and continue to improve communication within the school itself and between school and the community-at-large.

The membership of SSC must be one-half school staff with a majority being classroom teachers; and one-half students and parents or community members. The membership of the SSC as per the SVHS by-laws consists of:
•    4 parents (one representative from Boosters, one from ELAC and two at large), +1 alternate
•    4 students (two slate members and two Leadership class students)
•    5 teachers, +1 alternate
•    2 classified employees
•    The Principal

The members of the SSC are elected by their peers in a democratic process and in the case of teachers, classified employees and parents, the term is for two years.  Membership selection for terms completed for certificated employees is in April, for classified employees in August and for parents in September.  For unexpected vacancies, elections are held as needed with alternates or newly elected members filling the remainder of the unexpired term of office.

For parents, the call for nominations is made in late August and/or early September via the bulletin, Blackboard Connect, the website and at Back-to-School Night.  Parents may nominate themselves or another parent.  Openings for parent representatives of advisory committees (i.e. Boosters and ELAC) are elected at the regularly scheduled September advisory meeting.  The two representative parents who serve “at large” are selected by electronic ballot which is published on the website, with in-person voting on site also available for designated time frame.

By law, the School Site Councils must meet regularly and all members are subject to the Brown Act.  At SVHS, 9 meetings are held annually, generally on the 3rd Tuesday of the month from 3:15-4:45 as per the SVHS bylaws.  All meeting dates are scheduled prior to the start of the school year and are posted on the SVHS calendar on the high school website.

For questions regarding SSC, please contact the Administrative Secretary to the Principal at:
(707) 933-4030.

Accountability

LCAP

What is LCAP?

LCAP stands for Local Control Accountability Plan.  It is the guiding document that defines local and state priorities for student success and the district spending plans to achieve and fund those priorities. It is the only point of leverage for school accountability for parents, teachers and the broader community.  At a minimum, the LCAP must address eight (8) state priorities, which are listed below. School districts can also adopt additional priorities in its LCAP to reflect its unique demography or challenges.   

LCAP State Priorities

Basic Services

Basic services refer to student access to fully credentialed teachers in their subject areas; instructional materials aligned with state standards; and safe, properly maintained school facilities. Research shows when students are provided with these basic tools, student learning outcomes increase as if they had 30 days more of instructional time.includes student health, safety and discipline as well as how connected all students feel to their school. Every child is entitled to a safe and peaceful environment that promotes learning.

Implementation of State Standards

Implementation of State Standards requires that schools/districts provide access to all students, including English Language Learners, to school programs and services based on California’s academic content and performance standards. This includes Common Core State Standards for English Language Arts and Math, Next Generation Science Standards, and English Language Development Standards.

Course Access

Course access refers to a broad course of study offered in all subject areas for all students. This includes math, social science, science, visual and performing arts, health, physical education, career and technical education and others, regardless of the school students attend or where they live.

Student Achievement

Student achievement refers to student outcomes measured by multiple measures including test scores, English proficiency and college and career preparedness.

Student Engagement

Student engagement refers to opportunities provided both in and out of the classroom that motivate students to succeed and stay enrolled. Students look forward to attending school when they feel a community of caring adults and peers support their success.

Other Student Outcomes

Other student outcomes refer to student performance in some specific areas of study, including, physical education, the arts, career technical training and foreign languages.

Parent Involvement

Parent involvement refers to opportunities provided by schools and the district for parents to provide input, and engage in decision-making, and pitch in to help.

School Climate

School climate refers to the school environment, both inside and outside the classroom.

SVUSD LCAP

The current 2017-18 LCAP was approved by the board of trustees in June 2017. The complete report can be accessed HERE.  Unfortunately, the LCAP document is 133 pages long and difficult to comprehend.

The principal goals and actions defined in the 2017-18 are summarized in the diagram below. [Insert image here]

One of the principal shortcomings of the 2017-18 LCAP was that it was not the result of a collaborative process reflecting community input, but a top-down plan driven by the district  administration. More importantly, the metrics of success used to evaluate progress tend to focus on general measures and often lagging indicators, which do not facilitate adjustments to the prescribed course of actions mid-way through the year.

One example that illustrates this problem is the use of AP enrollment and passing rates for the district’s disadvantaged population as a barometer for the achievement/opportunity gap. The AP participation and passing rates are passive indicators. By the time you measure them, it is too late to change strategy. The high school has experienced chronically low AP participation and passing rates for Latino and socio-economically disadvantaged populations for more than a decade. The LCAP espouses an open enrollment policy as a tactic for closing the achievement/opportunity gap at SVHS. However, an open course enrollment policy is a necessary but not sufficient condition to increase AP participation of disadvantaged groups. AP enrollment and successful completion of AP courses for disadvantaged students are complicated issues that requires a multi-faceted approach, including but not limited to, better academic preparation, ongoing support and adequate schedule flexibility. The LCAP needs to incorporate leading indicators such as enrollment in foundational courses and respective grades. For example, greater enrollment and success in AP Physics would typically require successful completion of regular physics. Greater enrollment in AP Spanish would require successful completion in Spanish 3 or Spanish 4 and so on.

In order to improve the LCAP, it is crucial for parents and community members to play a more active role in the process so that goals, actions and performance metrics are aligned to ensure school and district accountability.

Upcoming Events

April 11, 2018 – LCAP Meeting

 

Resources

LCAPQuickGuides_CompletePacket

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