SFUSD 2011-12 Expenditure Proposal Finalweb.sfusd.edu › Services › research_public ›...

SFUSD PEEF 2011-2012 Expenditure Plan 4 of 56

Performance Measures

The current year’s submission reflects a continuation and expansion of the revision work initiated for the 2010-

11 Plan. These performance measures incorporate recommendations from the Controller’s annual report (June

2010) as well as additional instructions received from their office.

In response to the specific recommendations made by the Controller’s office and to internal review of the

Performance Measures, the following revisions were made:

1. Several goals were revised and reformulated to make sure they reflect the programs’ actual goals, or to

capture changes in the programs’ priorities (e.g. Teacher Academy).

2. For some goals, different or new performance measures were selected that better address the specific

objectives of the goals.

3. More outcome measures were selected or developed in accordance with the recommendation from the

Controller’s Annual Report for FY2010-11; “The Unified School District should improve their mix of

performance measures to focus more on outcomes instead of outputs by creating new or revising

existing measures for 2011-12”.

4. Comments on significant changes to performance measures were added for each measure, in accordance

with instructions from the Controller’s office for the FY 2011-12 Expenditure plan.

5. Details about data sources were added.

6. Descriptions of performance measures where necessary were added.

SFUSD PEEF 2011-2012 Expenditure Plan Page 15 of 56

San Francisco Unified School District Public Education Enrichment Fund - Sports, Libraries, Arts and Music

Physical Education: Goal 1: Increase access and equity in Physical Education

Measure Number Measure Fiscal Year Target Projection Actual

1a. 2005-06 0

2006-07 1

2007-08 12

2008-09 20 20

2009-10 30 30 31

2010-11 30 35

2011-12 36

1b. 2005-06 56%

2006-07 59%

new measure 2007-08 65%

2008-09 65%

2009-10 65%

2010-11 65%

2011-12 65%

Additional measure info, data source, and significant changes.

1a:

Additional measure info: Measure shows number of schools receiving full program support. The total number of elementary schools receiving some

type of support for Physical Education is higher.

Data Source: Physical Education records.

Significant changes: Projection FY10-11: The Physical Education department has been adjusting the schedules of the Physical Education

Specialists to accommodate more schools.

1b:

Data Source: California Physical Fitness Test. California Department of Education.

Significant changes: None.

Physical Education Performance Measures

Percentage of 9th grade students who pass the California

Physical Fitness Test (pass 5/6 or 6/6 fitness

standards).

Number of elementary schools receiving PEEF funded

Program Support (equipment, Physical Education Site

Coordinator, Physical Education specialist, and

implementation specialist).


Physical Education: Goal 2: Improve Instructional Quality in Physical Education


2a. 2005-06 0

2006-07 0

2007-08 21.6

2008-09 20.2 20.2

2009-10 15* 15* 19

2010-11 15* 19

2011-12 19

2b. 2005-06

2006-07

2007-08 81%

2008-09 79%

2009-10 **

2010-11 79%

2011-12 79%

Additional measure information, data source, and significant changes.

2a:

Data source: Physical Education Department records, staff roster.

Significant changes: FY09-10 Actual: Funding for secondary Physical Education teachers is no longer available.

2b:

Data source: Annual Physical Education Survey for teachers.


*The 2009-10 target and projections, and the 2010-11 target show elementary school FTEs only, whereas targets and projections for P.E.

Specialists at all school levels should have been reported.

**Data not collected.

Percentage of elementary school teachers that agree or

strongly agree that Elementary School Physical

Education Specialists have helped them become a better

teacher of Physical Education.

Number of PEEF funded Physical Education Specialist

FTEs.


Physical Education: Goal 3: Increase School Capacity to provide quality K-12 Physical Education


3a. 2005-06 10

2006-07 20

2007-08 30

2008-09 35 35

2009-10 40 40 59

2010-11 30 30

2011-12 30

3b. 2005-06 0

2006-07 8

2007-08 33

2008-09 35 35

2009-10 40 40 31

2010-11 30 121

2011-12 120


3a:

Data Source: Physical Education department records.

Significant changes: FY09-10 Actual: Two secondary implementation specialists were hired in 2010-11.

The extra capacity made it possible to provide more professional development trainings.

FY10-11 Projection: In the 2010-11 school year, the location of the professional development trainings changed.

The new space can hold more participants, fewer trainings are necessary.

3b:

Data source: Physical Education department records.

Significant changes: FY09-10 Actual: In 2009-10, professional development trainings at different sites were combined and more

participants received training at each site.

FY10-11 Projection: In 2010-11, the professional development model was updated to provide on-site training at each

school site. Elementary Physical Education specialists will provide a minimum of four professional development trainings at

school sites.

Number of professional development trainings for

Physical Education teachers of all school levels.


elementary school classroom teachers.



Athletics: Goal 1: To provide accessible athletic opportunities to middle and high school students.


1a. 2005-06

2006-07 2,406; 21%

2007-08 2,434; 21%

2008-09 2,472 2,472; 22%

2009-10 2,500 2,500 2,601; 24%

2010-11 2,500 2,500

2011-12 2,500

1b. 2005-06

2006-07 3,706; 21%

2007-08 3,517; 20%

2008-09 3,650 3,663; 21%

2009-10 3,700 3,700 3,614; 21%

2010-11 3,700 3,700

2011-12 3,700

1c. 2005-06

2006-07 20

2007-08 75

2008-09 200 199

2009-10 130 130 216

2010-2011 130 200

2011-12 200


1a:

Additional measure info:

Data source: Team roster. Students identified by ID number.

Significant changes: FY10-11 Projection: Willie L. Brown Jr. Academy College Preparatory School is closing. This is expected to reduce

the number of middle school student athletes by approximately 100.

1b:


Data source: Team roster. Students identified by ID number.

Significant changes:

1c:

Additional measure info: The Athletic dept. provides paid head coaches for all 28 sports offered and paid assistant coaches for 14 sports.

Data source: Athletics department records.


Number and percentage of all middle school students

participating in athletics.

Number and percentage of all high school students

participating in athletics.

Number of PEEF funded athletic coaches.

Athletics Department Performance Measures

The Athletic Department offers one boys sport, three girls sports, and three co-ed sports to 6-8th grade students at 22 K-8

and middle schools.

The Athletic Department offers five boys sports, seven girls, and nine co-ed sports to 9-12th grade students at 12 high

schools.

FY10-11 Projection: A new high school, San Francisco International will be fielding team. This is expected to increase the

number of high school student athletes by approximately 100.

FY09-10 Actual: The Athletic Department has three funding sources. In 09-10 the Athletic Department projected a reduced

allocation from SFUSD funding (non-PEEF). This did not take place, therefore actual numbers remained fairly consistent with

previous year.


Athletics: Goal 2: Improve Safety in athletic programs at middle and high schools.


2a. 2005-06

2006-07 177; 5%

2007-08 201; 6%

2008-09 333; 9%

2009-10 527; 14%

2010-11 500

2011-12 500

2b. 2005-06

2006-07 70

2007-08 306

2008-09 370 311

2009-10 375 300 286

2010-11 300 350

2011-12 350

2c. 2005-06

2006-07 3

2007-08 4

2008-09 4

2009-10 4 3

2010-11 4 4

2011-12 3


2a:


Data source: Athletics Department records; annual trainer reports.

Significant changes: FY09-10 Actual: More students are aware of and take advantage of the services provided by the trainers.

2b:

Additional measure info: The Athletic Department provides private security guards and SFPD officers at various games to promote a safe environment.

Data source: Athletics Department records.


2c:


Data source: Event incident reports written by security guards and San Francisco Police Officers.

Significant changes: No significant changes.

Number and percentage of high school student athletes

receiving preventative or restorative treatment provided

by PEEF funded athletic trainers.

Number of private security guards and San Francisco

Police School Resource Officers servicing athletic

contests supported by PEEF funds .

Number of disruptive or violent incidents that were

resolved by security and police at athletic events.

FY09-10 Actual: Several games were cancelled in 09-10 because of a reduced number of participating teams.

The Athletic Department promotes a safe and secure environment for student athletes and spectators at scheduled sporting

events.

The athletic trainers servicing the SFUSD Athletic Program are Certified Athletic Trainers, employed by UCSF. Their functions

include treatment of student athlete injuries, working with athletes and coaches on the prevention of injuries, and providing

reduction to athletes on proper health and hygiene procedures to maximize their athletic abilities and lead overall healthy

lives.


Athletics: Goal 3: Increase district capacity to provide well-supported athletic opportunities.


3a. 2005-06

2006-07 22

2007-08 18

2008-09 150 150

2009-10 200 150 95

2010-11 100 100

2011-12 100

3b. 2005-06

2006-07 764

2007-08 414

2008-09 321 438

2009-10 350 450 369

2010-11 450 1,450

2011-12 1,500

3c. 2005-06

2006-07 600

2007-08 878

2008-09 1,016 1,093

2009-10 1,000 1,000 836

2010-11 1,200 1,200

2011-12 1,200


3a:


Data source: Athletics Department records. Reimbursement receipts from coaches.

Significant changes: FY09-10 Actual: The actual is lower than anticipated because many coaches received their certification in the previous year.

3b:


Significant changes: FY10-11 Projection: In 2010-11, allocations to Athletics from other funding sources were reduced by 40%. The Athletic

department's PEEF funding was reallocated to make up for the reduction from other sources.

3c:

Additional measure info: Providing students with bus rides increase student athlete class time.


Significant changes: FY09-10 Actual: In 09-10 the Athletics Department offered 1,000 bus rides to SFUSD schools. The reason target was not

met is that schools were not taking advantage of all the rides offered.

FY10-11 Projection: In 10-11 each middle school is being offered two more rides annually. Furthermore, the Athletics

Department is increasing its efforts to make sure the schools take advantage of rides offered.

Number of fully officiated athletic contests (games,

matches, meets, and tournaments) supported by PEEF

funds.

Number of bus trips provided for athletic teams.


coaches supported by PEEF funds.

Mandatory professional development trainings for coaches include First Aid training, CPR training, and high school coaching

certification. A high school coach certification is valid for life, he/she does not need to be re-certificated every year. First Aid

and CPR certifications are valid from 1-3 years and must be renewed. In 2008-09 all three certifications became mandatory for

all coaches.


Libraries: Goal 1: Increase access to and equity of school library services.


1a. 2005-06 28,160; 52%

2006-07 43,030; 81%

2007-08 48,492; 92%

new measure 2008-09 50,686; 96%

2009-10 50,170; 95%

2010-11 52,851

2011-12 53,033

1b. 2005-06 18

2006-07 16

2007-08 21

new measure 2008-09 21

2009-10 21

2010-11 21

2011-12 21

1c. 2005-06 N/A

2006-07 N/A

2007-08 16,757

new measure 2008-09 21,834

2009-10 26,248

2010-11 32,078

2011-12 34,000

1d. 2005-06 47

2006-07 60

2007-08 100*

2008-09 102

2009-10 107 107 105

2010-11 107 104

2011-12 105

Libraries Department Performance Measures

Number and percentage of students with access to a library

at their school site staffed with a Teacher Librarian.

Number of libraries that have technology access and use

online subscription resources (library research/reference

database).

Average monthly circulation totals in SFUSD.

Average number of hours per week that school libraries are

open with a Teacher Librarian present.


Libraries: Goal 1: Increase access to and equity of school library services.


1a:

Additional measure info: This measure shows all students with access to a Teacher Librarian staffed library in all SFUSD (incorporates all funding sources).

Data source: CBEDS numbers for each school site that has a library staffed with a teacher librarian. Data source for schools with Teacher

Librarians: Library records.

Significant changes: FY09-10 Actual: Despite a slight decrease, the student access has effectively plateaued.

FY10-11 Projection: Starting in 2010-11, all high schools are receiving a stipend for library staffing. SF International and SF Public

Montessori do not have Teacher Librarians this year, therefore the projection is not 100% of all students.

1b:

Data source: FTE hours for each site for Teacher Librarians. Number of FTEs multiplied by number of hours divided by number of schools served.

Assuming library is open equal to Teacher Librarian FTE minus 30 min. for lunch; prep time for secondary are not deducted.

35 hours = 1.0 FTE.


1c:

Additional measure info: The measure represents average number of books and other media checked out over the course of a month in SFUSD.

Data source: The database Destiny Library Manager.

Significant changes: FY09-10 Actual: The steady increase through 2009-10 reflects key elements such as improved professional development

trainings, collaboration between Teacher Librarians and classroom teachers, and expanded use of technology through databases.

FY10-11 Projection: Due to additional high school staffing in 2010-11, the Library services department is anticipating

increased circulation.

1d:

Data source: Library Services records.


*Data not previously reported to the Controller's office.

N/A = Data not available.


Libraries: Goal 2: Improve instructional quality by collaborating with classroom teachers.


2a. 2005-06 6

2006-07 23.5

2007-08 40

2008-09 43

2009-10 43.3 42.1

2010-11 42 44.4

2011-12 44.5

2b. 2005-06 N/A

2006-07 20

2007-08 29

2008-09 28 28

2009-10 28 21 27

2010-11 21 27

2011-12 27

2c. 2005-06 N/A

2006-07 N/A

2007-08 N/A

New measure 2008-09 31

2009-10 35

2010-11 35

2011-12 71

2d. 2005-06 N/A

2006-07 N/A

2007-08 91%

2008-09 82%

2009-10 91%

2010-11 91%

2011-12 91%

Percentage of Teacher Librarians who agree or strongly agree

that the professional development meetings offered by

library services have helped them become a more effective

teacher librarian.

Number of elementary classroom teachers formally

collaborating with Teacher Librarians on research projects.

Number of professional development trainings held annually

for K-12 Teacher Librarians.

Number of PEEF funded certified Teacher Librarian FTEs.


Libraries: Goal 2: Improve instructional quality by collaborating with classroom teachers.


2a:

Data source: Library services records.


2b:

Data source: Library services records.


2c:

Additional measure info: In 2008-09, Library Services started focusing on collaboration between Teacher Librarians and classroom teachers. The first

two years, emphasis was placed on collaboration between 3rd grade teachers and Teacher Librarians. Starting in 2010-11,

4th and 5th grade teachers were included in the project.

Data source: Teacher Librarian surveys.

Significant changes: FY11-12 Target: Because of the inclusion of 4th and 5th grade classroom teachers in the collaborative research projects,

number of teachers is expected to double compared to the 2009-10 actual.

2d:

Data source: End of the year Teacher Librarian survey. Survey was first administered in 2007-08.



Libraries: Goal 3: Increase school capacity by providing highly-skilled and effective Teacher Librarians.


3a: 2005-06 48/110

2006-07 87/104

2007-08 91/106

new measure 2008-09 95/102

2009-10 94/102

2010-11 102/104

2011-12 98/103


3a:

Data source: Library Services records and CBEDS.

Significant changes: Projection 2010-11: High schools are receiving PEEF funds from Libraries starting this year. This will increase the number of high

schools with a Teacher Librarian. Two schools do not have Teacher Librarians in 2010-11: SF International and SF Public Montessori.

FY10-11 Target: Target is reduced because the 2011-12 budget does not include a traveling Teacher Librarian who serves small

high schools.

Number of schools with a Teacher Librarian (over total

number of schools).



Visual and Performing Arts: Goal 1: Increase Access and Equity in Visual and Performing Arts Education


1a. 2005-06 516

2006-07 498

2007-08 571

2008-09 973 1,079

2009-10 973 1,065 1,076

2010-11 1,079 1,076

2011-12 1,076

1b. 2005-06 11,328; 20.1%

2006-07 11,482; 20.7%

2007-08 12,257; 22.2%

2008-09 21,102 22,611; 40.9%

2009-10 21,102 22,499 22,747; 42.9%

2010-11 22,611 22,747

2011-12 22,747

1c. 2005-06 N/A

2006-07 7,200

2007-08 9,405

2008-09 11,500 11,550

2009-10 12,000 11,500 11,500

2010-11 11,500 9,500

2011-12 11,500


1a:

Data source: For Elementary School - Visual & Performing Arts Department records. For secondary level - California Basic Educational Data System


1b:

Data source: For Elementary School - Visual & Performing Arts Department records. For secondary level - California Basic Educational Data System


1c:

Data source: Visual & Performing Arts Department records.

Significant changes: FY10-11 Projection: Projection reflected budget cuts to Young At Art production budget, potentially impacting participation,

including the loss of a community day event.

FY11-12 Target: Target reflects anticipated restoration of Young At Art funds that will allow participation to return to previous

levels.

Visual and Performing Arts Department Performance Measures

Number of Visual and Performing Arts classes offered.

Number and percentage of students enrolled in Visual

and Performing Arts classes.

Number of students participating in Young at Art

Festival.


Visual and Performing Arts: Goal 2: Improve Instructional Quality in Visual and Performing Arts Education


2a. 2005-06 0

2006-07 18

2007-08 26

2008-09 20 24

2009-10 20 26 23

2010-11 20 15

2011-12 15


2a:

Data source: Visual & Performing Arts Department records.

Significant changes: FY09-10 Actual: Funding levels allowed for monthly Arts Coordinator meetings/Professional Development workshops, plus

additional Professional Development for principals.

FY10-11 Projection: Funding for professional development workshops was reduced to reflect staffing needs.

Visual and Performing Arts: Goal 3: Increase School Capacity to provide Visual and Performing Arts Education


3a. 2005-06 13.8

2006-07 14.2

2007-08 24

2008-09 43 42.4

2009-10 43 43.4 42.5

2010-11 43.4 42.2

2011-12 41.4

3b. 2005-06 0

2006-07 76/71

2007-08 106/102

2008-09 104/102 106/102

2009-10 104/102 106/103 106/103

2010-11 106/103 105/105

2010-11 105/105


3a:

Data Source: Visual & Performing Arts & Roster records

Significant changes: FY11-12 Target: Based on budgeted FTEs (lower budgeted FTE due to Willie Brown closure and additional reduction of 0.4 travel

allocation for split positions)

3b:

Additional measure info: The first year (2006-07) that the Visual and Performing Arts Department had Arts Coordinators, the program was only serving

Elementary and K-8 schools. In 2006-07, the total number of Elementary and K-8 schools was 71.

The following year (2007-08) Middle Schools and High Schools (Secondary schools) also received Arts Coordinators.

Data source: Visual & Performing Arts records.


Number of professional development workshops

provided.

Number of credentialed Visual and Performing Arts

teachers.

Number of PEEF funded Arts Coordinators (number of

arts coordinators/total number of schools).


San Francisco Unified School District Public Education Enrichment Fund -Other General Uses

Student Support Services: Goal 1: Increase Access of Student Support Professionals offering health and mental health services to

K-12 students.


1a. 2005-06

2006-07

2007-08 3.16%/1,742

2008-09 1,742 3.54%/1,952

2009-10 1,742 1,952 3.08%/1,634

2010-11 1,659 1,634

2011-12 1,650

1b. 2005-06 1/1,207

2006-07 1/927

2007-08 1/680

2008-09 1/680* 1/680

2009-10 1/680** 1/680 1/896

2010-11 1/853 1/916

2011-12 1/916

1c. 2005-06 0/10,881

2006-07 0/10.270

2007-08 1/1,447

2008-09 1/1,1447 1/1,440

2009-10 1/1,447 1/1,447 1/1,411

2010-11 1/1440 1/1,372

2011-12 1/1,372

1d. 2005-06

2006-07

2007-08 2,995

2008-09 2,995 2,629

2009-10 2,995 2,500 2,591

2010-11 2,500 2,591

2011-12 2,591

Additional measure information, data source, and signficant changes.

1a:

Data source: Student Support Services records and California Basic Education Data System enrollment numbers.

Significant changes: FY09-10 Actual: The decrease is due to a reduction in individual services and an increase in school-wide interventions (e.g. mentor programs).

1b:

Data source: Student Support Services records and California Basic Educational Data System enrollment numbers.

Significant changes: FY09-10 Actual: A 15% decrease of PEEF funding resulted in a reduction of 7.5 FTE Student Support Professionals.

1c:

Data source: Student Support Services records and California Basic Educational Data System enrollment numbers.

Significant changes: FY09-10 Actual: The decrease is due to a reduction in individual services and an increase in school-wide interventions (e.g. mentor programs).

1d:

Additional measure info: Student Assistance Programs are weekly school site meetings where the Student Professionals and other professionals meet with the

principal to discuss students who are experiencing barriers to success. Student Success Teams provide a one-student intervention approach.

Student Support Professionals, parents, teachers, and the student meet to discuss ways to improve student success in school.

Other student intervention approaches include mentoring programs, afterschool programs, and counseling groups.

Data source: Student Support Services records.

Significant changes: FY09-10 Actual: Due to budget reductions, there are fewer Student Support Professionals at the sites to facilitate Student Assistance

meetings and Students Success meetings.

Student Support Professionals Performance Measures

Percentage and number of students receiving individual

and/or group health/mental health services.

Ratio of PEEF funded Student Support Professional to

students at Elementary schools and K-8 sites.

Ratio of PEEF funded Student Support Professionals to

students at Middle Schools.

Number of students referred to Student Assistance

Programs or Student Success Teams.


Student Support Services: Goal 2: Improve the social and emotional learning of students.


2a. 2005-06

2006-07

2007-08 734

2008-09 734 633

2009-10 734 633 661

2010-11 538 500

2011-12 500

2b. 2005-06 94.85%

2006-07 95.19%

2007-08 95.09%

2008-09 95.30%

2009-10 95.30% 95.64%

2010-11 95.30% 95.64%

2011-12 95.64%

2c. 2005-06 96.29%

2006-07 96.44%

2007-08 96.34%

2008-09 96.50%

2009-10 96.50% 96.69%

2010-11 96.50% 96.69%

2011-12 96.69%

2d. 2005-06

2006-07

2007-08 4,364

2008-09 4,364 2,562

2009-10 4,364 2,562 2,695

2010-11 2,178 2,700

2011-12 2,700

Additional measure information, data source, and signficant changes.

2a:


Significant changes: FY09-10 Actual: The decrease is due to a reduction in classroom presentations and increase in school-wide interventions

(i.e. mentor programs).

FY10-11 Projection: The decrease is due to a reduction in classroom presentations and increase in school-wide interventions

(i.e. mentor programs).

2b:

Data source: Daily Average Attendance


2c:

Data source: Daily Average Attendance


2d:

Additional measure info: A Student Behavior Plan is developed to help a student reduce his/her behavioral challenges at school. A reduction in number of plans

developed is a positive outcome.


Significant changes: FY09-10 Actual: The decrease is due to a reduction in teachers' requests for plans. The decrease can be attributed to a growing number of

student interventions being developed and implemented. The successful implementation of interventions will reduce the number of

behavior plans necessary to adress students' needs.

**The target was incorrectly reported in previous years as 3/680. This was a reporting error.

*The target was incorrectly reported in previous years as 2/680. This was a reporting error.

Number of classroom presentations related to health

promotion and mental health.

Average daily attendance for K-5 and K-8 students.

Average daily attendance for middle school students.

Number of Student Behavior Plans developed by Student

Support Professionals and teachers.



Peer Resources: Goal 1: Increase student engagement with, and connection to, their school community.


1a. 2005-06

2006-07 932

2007-08 1,575

2008-09 1,580 1,533

2009-10 1,580 1,550 1,631

2010-11 1,150 1,050

2011-12 1,050

1b. 2005-06

2006-07 17,717

2007-08 20,244

2008-09 20,000 19,310

2009-10 22,000 19,000 16,126

2010-11 13,000 13,000

2011-12 13,000

1c. 2005-06

2006-07 835

2007-08 1,115

2008-09 1,000 773

2009-10 1,000 1,000 743

2010-11 500 500

2011-12 500

1d. 2005-06

2006-07 42%

2007-08 70%

2008-09 73% 70%

2009-10 75% 75% 72%

2010-11 72% 72%

2011-12 72%

Peer Resources Performance Measures

Number of students served.

Number of students participating in peer mentoring, peer

tutoring, and peer support groups (direct services).

Number of students participating in conflict mediation.

Percentage of students who, after participating in Peer

Resources, report increased School Engagement.


Peer Resources: Goal 1: Increase student engagement with, and connection to, their school community.


1a:

Data source: Peer resources records; student roster and weekly tracking logs.

Significant changes: FY09-10 Actual: The demand for services fluctuates at the school sites. In 2009-10 demand increased.

FY10-11 Projection: 25% reduction of PEEF funding is affecting capacity to offer these services.

1b:

Additional measure info: Number of students served by PEEF funded Peer Resources across all school sites, either through direct services or that

participate in conflict mediation, Site Based Workshops, Peer Education, and Special Projects.

Data source: Peer Resources records; student roster and weekly tracking logs.

Significant changes: FY09-10 Actual: Due to school site funding shifts Peer Resources closed large programs at Aptos Middle and

Burton High Schools late in the early fall. These programs were replaced by increased services at high need but

smaller middle schools (Lick, WIllie Brown, Martin Luther King). A new program was also opened at Marshall High

School that did not get started until the second semester.

FY10-11 Projection: The 25% budget reduction is expected to affect number of students served.

1c:

Additional measure info: Last year, conflict mediation was reported as part of a more comprehensive measure. From now on, conflict mediation will

be reported as a separate measure.


Significant changes: FY09-10 Actual: Due to PEEF budget reductions, Peer Resources is operating at fewer Middle School sites (4 less)

which gives fewer students access to conflict mediation

FY10-11 Projection: Due to PEEF budget reductions, Peer Resources is operating at fewer Middle School sites,

which gives fewer students access to conflict mediation.

1d:

Data source: Annual Peer Resources survey.



Peer Resources: Goal 2: Increase student confidence in their ability to make a difference in their community.


2a. 2005-06

2006-07 857

2007-08 782

2008-09 750 728

2009-10 750 740 634

2010-11 750 650

2011-12 600

2b. 2005-06

2006-07 52%

2007-08 50%

2008-09 49% 53%

2009-10 50% 50% 54%

2010-11 55% 54%

2011-12 54%

2c. 2005-06

2006-07 43%

2007-08 45%

2008-09 43%

2009-10 43% 44%

2010-11 40% 44%

2011-12 44%


2a:


Significant changes: FY09-10 Actual: Due to the PEEF budget reductions, the capacity of the peer leader program was reduced.

FY11-12 Target: The Peer Resources Department is anticipating to have slight changes in the program capacity as the school

sites try to keep peers programs by having the staff manage other Student Support roles (i.e. health programs). This will

mean that in some schools they may have one fewer class of peer resources.

2b.



2c.




Resources, report increased ability to make a difference

in their community.

Number of peer leaders.


Resources, report increased Leadership Skills.



Student Wellness: Goal 1: Increase youth awareness of, and access to adolescent health services.*


1a. 2005-06

2006-07

2007-08 9,817

2008-09 10,000 16,478

2009-10 12,000 16,500 19,163

2010-11 17,000 17,000

2011-12 18,000

1b. 2005-06

2006-07

2007-08 87%

2008-09 N/A N/A

2009-10 87% 87% 88%

2010-11 N/A N/A

2011-12 88%

1c. 2005-06

2006-07

2007-08 94%

2008-09 N/A N/A

2009-10 94% 94% 95%

2010-11 N/A N/A

2011-12 95%

1d. 2005-06

2006-07

2007-08 92%

2008-09 N/A N/A

2009-10 92% 92% 93%

2010-11 N/A N/A

2011-12 93%

Student Wellness Performance Measures

Number of student contacts at the PEEF funded Wellness

centers.

Percent of students who report learning information

about how to improve their health and well-being.

Among the students who reported learning information

about how to improve their health and well-being,

percent who planned to take steps to improve their

health.

Among the students who reported learning the

information about how to improve their health and well-

being and planned to improve their health, percent who

reported having taken steps to improve their health.


Student Wellness: Goal 1: Increase youth awareness of, and access to adolescent health services.*


1a:

Additional measure info: Students who visit the Wellness Center at the school site for a brief, non-clinical consultation.

Data source: Student Wellness records at each school site. Up until FY08-09 the Wellness program at each school site counted every

student who came in for a brief contact. Starting in FY08-09, the tracking procedure changed. It is now based on a biannual

time study of a week in October and a week in March. Average daily visits is multiplied by number of days in the

school year. The estimation method is expected to be a more reliable measure than the previous count, since the staff

does not have capacity to keep precise track of visits all year.

Significant changes: FY09-10 Actual: More students dropped in for services than expected. This was the third year the Wellness program was

implemented at the schools. For each year the program gets more integrated at the school site, and more students are

aware of and utilize the services.

FY10-11 Projection: Newcomer High School was closed at year's end 2009-10. Replacement services have been

introduced at SF. International High School, but the Wellness Initiative is anticipating that it will take will take 1-3 years

before students will be visiting the center at the same rate as at other Wellness centers.

1b:

Data source: Biennial Wellness Student Satisfaction Survey (with data only collected in 07-08, 09-10, & 11-12).

Only students who receive five or more individual sessions of in-depth Wellness services are surveyed.


1c:




1d:





Student Wellness: Goal 2: Increase youth utilization of adolescent health services.*


2a. 2005-06

2006-07

2007-08 1,041

2008-09 1,200 1,301

2009-10 1,400 1,170 1,330

2010-11 1,275 1,220

2011-12 1,300

2b. 2005-06

2006-07

2007-08 83%

2008-09 N/A N/A

2009-10 83% 83% 83%

2010-11 N/A N/A

2011-12 83%

2c. 2005-06

2006-07

2007-08 61%

2008-09 N/A N/A

2009-10 61% 61% 72%

2010-11 N/A N/A

2011-12 72%


2a:

Additional measure info: Only in-depth services that include individual or group service from a social worker, nurse, behavioral health counselor,

or a community health outreach worker are recorded for non-duplicated students.

Data source: Student Wellness records at each school site.

Significant changes: FY10-11 Projection: The Wellness Initiative is expecting number of students utilizing services to drop because of reduced

enrollment in High Schools. The newly established program at S.F. International will also serve fewer students because

it will take a while before the program is well-established.

2b:

Data source: Biennial Wellness Student Satisfaction (with data only collected in 07-08, 09-10, & 11-12).



2c:



Significant changes: FY09-10 Actual: An increasing percentage of students is going to community organizations or clinics. This can be

a result of the level of implementation and integration of the Wellness centers at the school sites.

*The goal was revised and divided into two goals.


Percentage of Wellness clients who report learning about

organizations and clinics in the community they can go

to for the help they need.

Among the students who reported learning about

community organizations and clinics, percent who

reported actually going to a community organization or

clinic.

Number of students utilizing Wellness services at the

PEEF funded sites.


San Francisco Unified School District Public Education Enrichment Fund - Other General Uses


1a. 2005-06

2006-07

2007-08

new measure 2008-09

2009-10

2010-11 400

2011-12 1,000

1b. 2005-06

2006-07

2007-08

new measure 2008-09

2009-10

2010-11

2011-12

Additional measure information, data source, significant changes.

1a:

Additional measure info: Restorative justice training was initiated in 2010-11. For the current school year, the goal is to have all centralized and

site-based student support personnel trained in restorative practices. Training may be extended to teachers if capacity.

For the 2011-12 school year, training will be extended to teachers. Additionally, personnel trained in 2010-11 will receive

further, and more extensive, training.

Data source: Restorative justice records.

Significant changes: N/A.

1b:

Additional measure info: The Safer Saner School program is a 2 year professional development program and coaching model utilizing restorative

practices to create a positive school culture. In the spring of 2011, 2-3 schools will be identified and chosen for this program.

Staff will start implementing the practices in the 2011-12 school year.

Data source: Annual survey.


Restorative Justice

Restorative Justice: Goal 1: Building and maintaining strong relationships, community, and positive school climate.

Percentage of students who agree or strongly agree that

the school climate at their school is more positive after

the implementation of the Safer Saner School program at

their site.

Number and Percentage of school-site and centralized

staff receiving introductory or advanced training in

restorative practices as alternative methods of

discipline.



2a. 2005-06 3,295 (5.71%)

2006-07 3,743 (6.57%)

2007-08 4,128 (7.41%)

new measure 2008-09 3,578 (6.76%)

2009-10 3,098 (5.81%)

2010-11 2850

2011-12 2350

2b. 2005-06 1,758 (53.4%)

2006-07 1,827 (48.8%)

2007-08 1,966 (47.6%)

new measure 2008-09 1,791 (50.1%)

2009-10 1,401 (45.2%)

2010-11 1300

2011-12 925

2c. 2005-06 707 (21.5%)

2006-07 983 (26.3%)

2007-08 1,104 (26.7%)

new measure 2008-09 1,008 (28.2%)

2009-10 890 (28.7%)

2010-11 750

2011-12 525

2d. 2005-06 47

2006-07 58

2007-08 28

new measure 2008-09 63

2009-10 21

2010-11 21

2011-12 20

2e. 2005-06 N/A

2006-07 N/A

2007-08 N/A

new measure 2008-09 N/A

2009-10 86

2010-11 86

2011-12 76

Restorative Justice: Goal 2: Minimize counseling office referrals, suspensions, and expulsions, and increase in-class instructional

time.

Number and percent of referrals for expulsions in SFUSD.

Percent and number of suspended students that are

African American.

Percent and number of suspended students that are

Latino.

Number of students that have been expelled in SFUSD.

Number and percentage of students suspended in SFUSD.


Restorative Justice: Goal 2: Minimize counseling office referrals, suspensions, and expulsions, and increase in-class instructional

time.


2a.

Data source: Suspension forms from school sites, obtained through Pupil Services.

Significant changes: FY10-11 Projection: Restorative Practice training was initiated in December 2010. The program is anticipating a slight

reduction in number of suspensions as a result of the training.

FY11-12 Target: In 2011-12 more staff will receive training. The program is anticipating that this will lead to a further

reduction in number of suspensions.

2b.






2c.






2d.

Additional measure info: Number of expulsions approved by the school board.


Significant changes: FY10-11 Projection: The extent to which the Restorative Justice program will be able to effectively reduce the number of

expulsions is currently unclear due to Education Code mandates.

2e.

Additional measure info: Number of expulsion referrals from school sites.


Significant changes: FY11-12 Target: The Restorative Justice program is anticipating that number of office referrals will gradually decrease

and be replaced by Restorative Justice interventions as more staff undergoes training.





1a. 2005-06 0

2006-07 2

2007-08 3

2008-09 10 16

2009-10 30 30 35

2010-11 35 35

2011-12 37


1a:

Data source: City College of San Francisco; course records.

Significant changes: FY09-10 Actual: The increase in course offerings is due to increased collaboration with the City College of San Francisco.

The teacher on special assignment has been meeting weekly with the college to facilitate collaboration.

* The goal reported Feb. 1st 2010 was revised to better capture the purpose of CTE.


2a. 2005-06 3.83%; 737

2006-07 4.43%; 857

2007-08 5.23%; 997

2008-09 1,140 6.08%; 1,140

2009-10 1,299 1,800 11.02%; 1,701

2010-11 2,500 2,000

2011-12 2200

2b. 2005-06 52.3%

2006-07 N/A

2007-08 58%

2008-09 56.6%

2009-10 84.8%

2010-11 85%

2011-12 85%

Additional measure info, data source, and significant changes.

2a:

Data source: Student enrollment numbers.

Significant changes: FY09-10 Actual: The actual exceeded the target. Reasons are that 1) Career Technical Education sections were

expanded, 2) the program was opened up to 10th grade students, and 3) a new engineering and information tecnhology

academy was created.

FY10-11 Projection: Student enrollment in the program is anticipated to continue increasing in 2010-11, due to

the expansions initiated in 2009-10.

2b:

Additional measure info: This outcome measure has not previously been reported to the office of the Controller, but has been collected since

2005-06.

Data source: Annual post graduate survey. Previous year's graduates are surveyed in the spring.

Significant changes: FY09-10 Actual: The satisfaction rate has increased due to the successful expansion of the program.

* The goal reported Feb. 1st 2010 was revised to better capture the purpose of CTE.


Percentage of students who found SFUSD Career

Academy, Pathway or CVE helpful or very helpful in

preparing for their success in post secondary education.

Career Technical Education: Goal 2: To increase student enrollment within Career Technical Education programs.*

Percentage and number of high school students enrolled

in career academy/Career Technical Education

programs.

Career Technical Education Performance Measures

Career Tecnnical Education: Goal 1: To increase dual enrollment and capacity at the City College of San Francisco.*

Number of City College of San Francisco course offerings

for 11th and 12th grade students.




1a. 2005-06

2006-07

2007-08 83

2008-09 85

2009-10 167

2010-11 143

2011-12 150

1b. 2005-06

2006-07

2007-08 28

2008-09 42 42

2009-10 45 32 52

2010-11 45 52

2011-12 52


1a:

Data source: Teacher Academy student enrollment.

Significant changes: FY09-10 Actual: While Teacher Academy in previous years has been offered to junior and senior students only, a

sophomore class was added at Lincoln High School in 2009-10. FY10-11 Projection: Projection based on fall 2010 enrollment numbers. Enrollment might be higher in the spring semester.

1b:

Data source: Report from Master Teachers at the two academies.

Significant changes: FY09-10 Actual: Increased number of teachers' aides increases the number of classes served.

Teacher Academy Performance Measures

Teacher Academy: Goal 1: To pave a teaching pathway for high school students by providing students with work opportunities as

Teacher Academy aides.*

* Goal was revised to account for changes in the priorities and actual goals of Teacher Academy

Number of Teacher Academy Aides.

Number of classes served by Teacher Academy aides.


Lincoln High School Thurgood Marshall High School

Measure Number Measure Fiscal Year Target Projection Actual Target Projection Actual

2a. 2005-06

2006-07

2007-08


2009-10 98%

2010-11 100% 36%

2011-12 100% 40%

2b. 2005-06

2006-07

2007-08


2009-10 60%

2010-11 60% 20%

2011-12 60% 25%


2a:

Additional measure info: The college preparatory program with Teacher Academy for junior and senior students was initiated in 2007-08 at Lincoln

High School. Starting in 2009-10, students could enter the program in their Sophomore year. At Thurgood Marshall,

the college preparatory program with Teacher Academy was initiated in 2010-11.

Data source: Teacher Academy records.

Significant changes: FY09-10 Actual - Lincoln H.S.: The actual increased to 98% in 2009-10 at Lincoln High School. This was the 2nd year of

implementation, which made it possible to more students to attend classes at City College San Francisco

FY10-11 Projection - Marshall H.S.: 2010-11 is the first year the college preparatory program is being implemented at

Thurgood Marshall.

2b:

Data source: Teacher Academy records.

Significant changes: FY09-10 Actual - Lincoln H.S.: The actual increased to 60% in 2009-10. This was the 2nd year of implementation of

the program at Lincoln, and reflects the success of the program.

Teacher Academy: Goal 2: To pave a teaching pathway for high school students by providing opportunities for college entry*

* Goal was revised to account for changes in the priorities and actual goals of Teacher Academy

Percentage of Teacher Academy students graduating

with 2 college units.

Percentage of Teacher Academy students graduating

with 6 college units.




1a. 2005-06 13,763

2006-07 16,432

2007-08 21,649

2008-09 21,005 23,000

2009-10 16,000 16,000 17,543

2010-11 30,000 30,000

2011-12 40,000

1b. 2005-06 N/A

2006-07 N/A

2007-08 750

2008-09 827

2009-10 2,891

2010-11 3,200

2011-12 3,500

1c. 2005-06

2006-07

2007-08

2008-09 3,741

2009-10 72,385

2010-11 100,000

2011-12 125,000


1a:

Data source: DataDirector by student ID number or OARS.

Significant changes: FY09-10 Actual: This was the year DataDirector was introduced, and the dept. focused its efforts on the implementation

of this new system. Furthermore, curricula were changed, which forced the department to develop new assessments.

FY10-11 Projection: The actual for the fall of 2010 is 25.000, and the dept. expects it to reach 30.000 by the end of the

school year. The department has been reaching out to high schools this year and increased number of assessments used there.

FY11-12 Target: For 2011-12, the focus will be on reaching more students at all levels. The department has a whole

range of assessments available for K-12 students.

1b:

Data source: DataDirector.

Significant changes: FY09-10 Actual: DataDirector was introduced in 2009-10. Over the course of the school year, most teachers and principals

were introduced to the system.

FY10-11 Projection and FY11-12 Target: Number of users is expected to continue growing, especially among school site and

district support personnel.

1c:

Data source: DataDirector.

Significant changes: FY09-10 Actual: DataDirector was introduced in 2009-10.

FY10-11 Projection and FY11-12 Target: The dept. is expecting that the number of users of DataDirector will increase in

2010-11, and that users will utilize the system more frequently once they are more familiar with it.

Formative Assessments Performance Measures

Formative Assessment: Goal 1: To provide multiple performance measures and tools for all teachers to inform instruction and for all

learners to demonstrate understanding and to reflect on their own learning.

ES, MS, and HS teachers and principals, and district and

school site support personnel using OARS/DataDirector.

Number of OARS/DataDirector usage/log ins by

elementary, middle and high school teachers and

principals, and district and school site support personnel.

Number of students participating in English Language

Arts, Math, History, and Science common assessments.




1a. 2005-06 N/A

2006-07 177

2007-08 307

2008-09 430 430

2009-10 418 560 610

2010-11 560 700

2011-12 700

1b. 2005-06

2006-07

2007-08

new measure 2008-09

2009-10

2010-11 90%

2011-12 95%


1a:

Data source: Sharepoint database. All requests are registered in Sharepoint.

Significant changes: FY09-10 Actual: Actuals exceeded the target for the 2009-10. Positive awareness of the Translation

and Interpretation unit has yielded more requests, and it also reflects greater demand on the department.

1b:

Measure description: The satisfaction survey for requesters of translation services was revised and now contains new survey items. Results from

the new survey will be reported starting spring 2011.

Data source: Satisfaction survey for requesters of translation services. Spring surveys will be administered annually.



Translation and Interpretation Performance Measures

Translation and Interpretation: Goal 1: To provide translation services to increase the participation of Limited English Proficient

parents in their children's education.

Number of translation requests from school sites and

central office fulfilled.

Percent of requesters satisfied or very satisfied with

translation services.



2a. 2005-06 N/A

2006-07 34

2007-08 154

2008-09 288 288

2009-10 418 418 941

2010-11 750 950

2011-12 950

2b. 2005-06

2006-07

2007-08

new measure 2008-09

2009-10

2010-11 90%

2011-12 95%


2a:

Data source: Sharepoint database. All requests are registered in Sharepoint.

Signficant changes: FY09-10 Actual: The number of translation requests keeps increasing every year. Sites are more aware of the

department's services, and their legal responsibilities related to access to information in other languages. The district

continues the implementation of the LAU Action Plan that obligates the district to provide translation and

interpretation services.

2b:

Additional measure info: The interpretation satisfaction survey for parents was revised and now contains new survey items. Results from


Data source: Interpretation Satisfaction survey for parents. Spring surveys will be administered annually.



Percent of parents satisfied or very satisfied with

interpretation services.

Number of school and district-wide events that were

interpreted.

Translation and interpretation: Goal 2: To provide interpretation services to increase the participation of Limited English Proficient

parents in their children's education.



Custodial Services: Goal 1: To provide additional elementary school custodial staffing support.


1a. 2005-06

2006-07

2007-08 14

2008-09 14 14

2009-10 14 14 12.5

2010-11 12.5* 12.5

2011-12 12.5

1b. 2005-06

2006-07

new measure 2007-08

2008-09

2009-10

2010-11 90%**

2011-12 90%**

Additional measure information, data source, and significant changes

1a:

Data source: Custodial Services records

Significant changes: FY09-10 Actual: 1.5 FTE positions were cut due to 15% reduction of PEEF budget.

1b:

Measure description: The satisfaction survey for custodial services was revised and now contains new survey items. Results from


Data source: Custodial services satisfaction survey for principals. Spring surveys will be administered annually.

Significant changes: New survey. Data not available.

Number of elementary schools receiving an additional

0.5 FTE PEEF funded custodian.

*The target for measure 1a for 2010-11 was set to 12.5, but erroneously reported as 14.

Custodial Services Performance Measures

Percentage of ES principals who were satisfied or very

satisfied with the overall cleanliness of their school site.


Custodial Services: Goal 2: To provide Child Development Centers with deep cleaning twice a year


2a. 2005-06

2006-07

2007-08 37

2008-09 37 37

2009-10 37 37 37

2010-11 37 37

2011-12 37

2b. 2005-06

2006-07

2007-08

new measure 2008-09

2009-10

2010-11 90%**

2011-12 90%**

Additional measure information, data source, and significant changes

2a:

Data source: Custodial services schedule log.

Significant changes: No significant changes.

2b:

Additional measure info:The satisfaction survey for custodial services was revised and now contains new survey items. Results from


Data source: Custodial services satisfaction survey for site managers at Child Development Centers. Survey will be administered annually.

Significant changes: New survey. Data not available.

**Targets and projections based on results from previous years' satisfaction surveys.

Percentage of site managers at Child Development

Centers who were satisfied or very satisfied with the

overall cleanliness at their site.

Number of Child Development Centers receiving deep

cleaning twice a year.




1a. 2005-06

2006-07

2007-08 90%

2008-09 93%

2009-10 93% 98%

2010-11 94% 98%

2011-12 99%

1b. 2005-06

2006-07

2007-08 46

2008-09 12 12

2009-10 0 1.8

2010-11 0 0.9

2010-11 0.4

1c. Number of teacher applications submitted to the district. 2005-06

2006-07

2007-08 2,783

2008-09 2,358 2,358

2009-10 2,800 2,800 1,804

2010-11 2,800 2,000

2011-12 2,000


1a:

Data source: PeopleSoft; SFUSD Human Resources database.


1b:

Additional measure info: Through 2008-09 the measure shows number of open positions in SFUSD. Starting in 09-10, the measure shows number

of vacant FTEs.

Data source: PeopleSoft; SFUSD HR database.

Significant changes: FY09-10: Number of vacancies on the first day of school has decreased significantly due to a successful partnership with

The New Teacher Project (TNTP),

1c:

Data source: SearchSoft; Online application system for the hiring of certificated teachers.

Significant changes: FY09-10 Actual: In the spring of 2009, SearchSoft, a new, more rigorous teacher application system was implemented in

SFUSD. Only qualified applicants will be able to apply with the new system.

FY10-11 Projection: After the successful implementation of SearchSoft in 2009-10, and with increased recruitment efforts,

the Teacher Recruitment dept. is expecting number of applications to increase.

Teacher Recruitment Performance Measures

Teacher Recruitment: Goal 1: To recruit and hire a highly qualified teaching workforce.

Number of vacancies on the first day of school.

Percentage of newly hired teachers who are highly

qualified according to the No Child Left Behind standards.

SFUSD 2011-12 Expenditure Proposal Finalweb.sfusd.edu › Services › research_public ›...

Documents

Transcript of SFUSD 2011-12 Expenditure Proposal Finalweb.sfusd.edu › Services › research_public ›...