1.1 Develop a district-wide literacy and mathematics focus that includes a standards-based curriculum for all students, is research-based, utilizes effective pedagogy, implements an assessment system that tracks student progress and plans for needed program adjustment for achievement of student goals.

· Implement a district-wide, research-based Language Arts and Mathematics Plan to provide every school the professional development, support, and resources needed to meet student achievement targets.

(LEA Performance Goal #1)

Chief Academic Officer

1.2 Re-align district budget, including categorical funding, to:

· Provide additional targeted resources for district-wide initiatives that support student achievement goals;

· Equitably distribute resources to schools based on student needs and district goal of closing the achievement gap for all students.

1.3 All district personnel, coaches and consultants working with schools will be experienced, articulate, and demonstrate skills and target efforts to support principals in the implementation of the seven areas of Focus for School Improvement:

· Identify and implement a school-wide instructional focus.

· Develop professional collaboration teams to improve teaching and learning.

· Identify and use effective, research-based teaching practices.

· Create targeted professional development plans.

· Re-align resources to support the instructional focus.

· Engage families and communities in supporting the instructional focus.

· Create an internal accountability system linked to student learning goals that promote measurable gains for every student.

1.8 Implement the adopted recommendations of the English Learner Task Force to ensure success for all English Learners.

(LEA Performance Goal #2)

· Implement standards based district reading intervention model for NSH and RSP students beginning in Grade 4.

· Provide a support system to assure that all IEPs of identified Special Education students remain current.

· Provide all elementary EL students with 30-40 minutes (depending on grade level) of ELD instruction daily.

· Provide support classes and intervention models in ELD for ELs not making adequate progress toward gaining English proficiency.

· All students will graduate.

1.10 Provide support classes in standards based Mathematics, Language Arts, and English Language Development to prepare far below basic and below basic students at Strategic Focus Schools (middle and high school) with the requisite skills to pass the High School Exit Exam.

(LEA Performance Goal #5)

2002-2005 Objective/Action Steps

2.1 Improve the delivery of safety services to district students and staff.

· Require all police officers to meet minimum POST standards. It is the intent of the district to have each officer be a police academy graduate.

· Develop an MOU with each law enforcement (LE) agency serving our district.

· Reorganize the District Safety Department to ensure compliance with the MOU's developed with all the LE agencies.

· Update and distribute a Police Department Manual.

· Implement and evaluate the City of Richmond/WCCUSD COPS in schools grant.

· Train 100% of the schools in the Standard Emergency Management System (SEMS) model.

· Ensure that 100% of schools give the California Safe Schools Assessment Survey.

· Require that 100% of schools have completed safety and disaster plans.

· Require that 100% of cabinet members participate in a Natural Disaster table top exercise.

· Complete all the plans that comprise the WCCUSD Comprehensive School safety program.

2.3 Use data from the Healthy Kids Survey to support school improvement and ensure school environments are safe, drug-free, and conducive to learning.

(LEA Performance Goal #4)

3.4 Implement the new evaluation system for all non-administrative certificated employees.

(LEA Performance Goal #3)

6.1 Increase access and participation in high school honors, Advance Placement (AP), and A-G (UC/CSU Requirements) courses for African-American, Latino, EL, and educationally disadvantaged youth.

6.2 Provide academic support opportunities for students who initially struggle with the rigor of advanced classes.

· Provide on-going academic counseling.

· Eliminate prerequisite filters for advanced classes that tend to discourage or prevent traditionally underrepresented students from taking high-paced classes.

· Increase counseling options for advanced learners.

· Provide professional development for counselors on post-secondary options for traditionally under-represented students.

· Provide Historically Black Colleges and other colleges and universities recruitment/college fair and follow-up program

· Rewrite courses of study to assure that advanced programs, with no prerequisites, are available in grades 9-10 to encourage students in these schools to take on the more rigorous classes.

· Require that each school provides academic support/intervention programs for students who are struggling with advanced classes.

6.4 Implement a plan to ensure that by 2005 all Strategic Focus Schools meet staff requirements of NCLB.

· Issue letters of "intent to hire" in the spring to student teachers and qualified long-term substitute teachers who are willing and qualified to teach in Strategic Focus Schools.

· Provide principals with first priority in hiring new teachers.

· Send a letter to and make personal contact with experienced, highly qualified teachers encouraging them to transfer to open positions at Strategic Focus Schools.

· Adopt a customer-friendly approach to working with Strategic Focus Schools' candidates.

7.1 Broaden and deepen stakeholder understanding of and engagement with the district's Literacy Initiative.

· Continue production and internal/external distribution of employee e-newsletter "Literacy Corner."

· Continue production and distribution of Apple Bite news releases that announce progress and evolution of literacy work

· Discontinue board summary Wednesday Night Report. Replace with Apple Bites to report key actions on an as-needed basis, especially as they relate to literacy.

· Assist in developing Superintendent's web page and general information web page.

· Publish District Accountability Report 2003

· Continue production of Superintendent's cable show "Classroom Conversations." (minimum of five episodes)

· Develop PowerPoint presentation containing general information about the District, the District Literacy Plan, and the Road Map to Success.

Director of Communications

7.2 Support organizational development and promote openness within district culture by improving two-way communications; use technology to simplify access to information.

· In partnership the Stupski Foundation, conduct a communications audit to improve district communications.

· Form a staff committee to evaluate and re-design the district's web page.

· Develop and implement an intranet on-line district master calendar for principals.

· Respond to information requests within 48 hours.

Director of Communications

and Cabinet Members

7.3 Continue support to principals for media relations.

· Provide principals assistance in working with media in times of crisis.

· Provide principals support for obtaining media coverage of their success stories related to literacy.

7.4 Promote two-way communication with parent and community initiatives and organizations, as prioritized by the Superintendent and her Cabinet.

· Meet monthly with leaders of with UTR, Local One, SSA, and WCCAA to exchange updates on current issues and concerns.

· Develop and update Superintendent's communications plan.