SCUCISD BOARD OPERATING PROCEDURES Updated October 2014

EPM 1.8 - Develop and maintain Board Operating Procedures that include Transparency in Operations and Independence in External Audits

http://www.scuc.txed.net/Excellence.cfm?subpage=32633

Mission

Priorities:

P1: High Achievement for all Students P2: High-performing and Engaged Workforce P3: Effective and Efficient District and Campus Operations

Core Competencies With a commitment to district-wide Continuous Improvement, the Core Competencies at SCUC are:  Students First;  Valuing and Engaging our Workforce;  Effective and Efficient Work Processes.

The performance results reported below reflect district “stretch” goals that significantly exceed minimum state requirements.

Belief Statements  We believe all students have the capacity to learn and be successful.  We believe a safe, secure environment is paramount to learning.  We believe living our core values of leadership, character, commitment, service and learning, result in the ability to set and achieve life-long goals.  We believe quality instruction addresses the individual needs of students.  We believe engaging, interactive, and authentic teaching, creates empowered, active learners prepared for our changing world.

Yearly Results % Met SY 14-15

% Met SY 15-16

(Compared to State) % Met % Met State SY SY Avg. 16-17 17-18

 We believe embracing technology as a relevant tool enhances learning in and beyond the classroom.  We believe in a Professional Learning Community (PLC) culture that allows time to collaborate and share best practices in order to improve continually.  We believe good communication is critical to success.  We believe life-long learning enriches staff through professional development.  We believe measures of our success go beyond standardized testing.  We believe public education is defined by the local community, with limited state involvement.

District Goals

Schertz-Cibolo-Universal City ISD provides a safe, secure and challenging learning environment, through the responsible use of all resources, to afford opportunities for all students to realize their individual potential and to become responsible and productive members of society.

Vision Prepare EVERY student to be a productive citizen.

Values

Leadership, Character, Commitment, Service, Learning

Description

(to be met by end of 2017-18) P1-GOAL 1.1: 90% of all students will meet or exceed minimum STAAR standards combined over all tested subject areas. Incr. Goals: 14-15/86% 15-16/ 88% 16-17/90% 17-18/90% P1-GOAL 1.2: 100% of campuses (and district) will exceed Texas Education Agency annual requirements for Index 2: Student Progress.

This goal measures the percentage of students meeting Satisfactory/Level II STAAR standards in all subject areas. Link-TEA Performance Framework Index 1: Student Achievement

This goal measures student progress by subject and by student demographics: race/ethnicity, Special Education, and English Language Learners. Points for progress in each subject are weighted by comparing student performance levels from one year to the next: one point for each percentage of tests that Met or Exceeded progress; one additional point for each percentage that Exceeded progress. Link-TEA Performance Framework Index 2: Student Progress

P1-GOAL 1.3: 100% of campuses (and district) will exceed Texas Education Agency annual requirements for Index 3: Closing Performance Gaps between student demographic groups.

This goal measures the academic achievement of economically disadvantaged students and the two lowest performing racial/ethnic student groups.

P1-GOAL 1.4: 100% of campuses (and district) will exceed Texas Education Agency annual requirements for Index 4: Postsecondary Readiness.

This goal emphasizes the role of elementary and middle schools in preparing students for the rigors of high school, and the importance of earning a high school diploma that provides students with the foundation necessary for success in college, the workforce, job training programs, and the military. At ALL levels, this goal measures: STAAR performance at the Postsecondary Readiness Standard. At the High School Level, this goal measures: Graduate Rate, Graduation Plan and Postsecondary Indicator for College Readiness.

Link – TEA Performance Framework Index 3: Closing Performance Gaps

Link – TEA Performance Framework Index 4: Postsecondary Readiness

P1-GOAL 1.5: 30% of students will achieve Advanced Performance on STAAR Reading/ELA, Math, Science and Social Studies. Incr. Goals: 14-15/20% 15-16/24% 16-17/28% 17-18/30% P1-GOAL 1.6: 60% of tested students (no less than 30% of total students) will score at or above college credit criterion on Advanced Placement/International Baccalaureate Examinations. (College Readiness Exams)

N/A

N/A

N/A

This goal measures the percentage of students that score Level III/Advanced Standard on STAAR assessments. This goal measures the percentage of students scoring a “3” or higher on AP Exams and a “4” or higher on IB Exams.

Incr. Goals: 14-15/54% 15-16/61% 16-17/68% 17-18/75% P1-GOAL 1.7: 60% of tested students (no less than 68% of total students) will score at or above college entry criterion on SAT/ACT Examinations.

This goal measures the percentage of students who score at or above the criterion score of “1110” on the SAT critical reading and mathematics sections combined or “24” on the ACT composite.

Incr. Goals: 14-15/37% 15-16/44% 16-17/52% 17-18/60% P1-GOAL 1.8: 90% of students reading on Grade Level by the End of 2nd Grade.

This goal measures End of the Year satisfactory reading performance as determined by IStation Reading and the DRA Inventory.

Incr. Goals: 14-15/84% 15-16/86% 16-17/88% 17-18/90% P1-GOAL 1.9: 90% of PBMAS (Performance Based Monitoring Analysis System) Indicators in Special Education, Bilingual, Career Technical Education and No Child Left Behind will be at a performance-level of “0” (0 is best, 4 is worst), with no indicators scoring at a “3” or “4”. Incr. Goals: 14-15/85% 15-16/87% 16-17/89% 17-18/90% P1-GOAL 1.10: 90% of secondary (7-12) students participate in highquality extra-curricular activities. Incr. Goals: 14-15/87% 15-16/88% 16-17/89% 17-18/90% P1-GOAL 1.11: 100% of campuses (and district) will earn one or more Academic Achievement Distinctions.

N/A Incr. Goals: 14-15/40%

15-16/60%

16-17/80%

17-18/100%

This goal measures multiple indicators in the following program areas: Special Education, Bilingual/ESL, Career and Technical Education and specific federal programs under No Child Left Behind.

This goal measures both quantity and quality. Quantity is measured by the percentage of students involved in extracurricular activities at the district’s secondary campuses. Quality is measured by performance and accomplishments (for example: ranking, medals, win-loss, etc.). Please see link for “Quality Cup” measures. Link – UIL Lone Star measures This goal measures the number of distinctions earned by individual campuses (district) in the following areas:  Campus Only: Academic Achievement in Reading/English Language Arts; Academic Achievement in Mathematics; Academic Achievement in Science; Academic Achievement in Social Studies; Top 25 Percent: Student Progress; Top 25 Percent: Closing Performance Gaps  Campus and District: Post Secondary Readiness Board Approved 9-23-14

Mission

Priorities: P1: High Achievement for all Students P2: High-performing and Engaged Workforce P3: Effective and Efficient District and Campus Operations

Core Competencies With a commitment to district-wide Continuous Improvement, the Core Competencies at SCUC are:  Students First;  Valuing and Engaging our Workforce;  Effective and Efficient Work Processes.

The performance results reported below reflect district “stretch” goals that significantly exceed minimum state requirements.

Belief Statements  We believe all students have the capacity to learn and be successful.  We believe a safe, secure environment is paramount to learning.  We believe living our core values of leadership, character, commitment, service and learning, result in the ability to set and achieve life-long goals.  We believe quality instruction addresses the individual needs of students.  We believe engaging, interactive, and authentic teaching, creates empowered, active learners prepared for our changing world.

Yearly Results % Met SY 14-15

% Met SY 15-16

 We believe embracing technology as a relevant tool enhances learning in and beyond the classroom.  We believe in a Professional Learning Community (PLC) culture that allows time to collaborate and share best practices in order to improve continually.  We believe good communication is critical to success.  We believe life-long learning enriches staff through professional development.  We believe measures of our success go beyond standardized testing.  We believe public education is defined by the local community, with limited state involvement.

District Goals

(Compared to State) % Met % Met State SY SY Avg. 16-17 17-18

P2-GOAL 2.1: 80% of participants will respond in top 3 (of 7) scoring bands in workforce satisfaction on SCUC annual staff survey. (requires staff participation of 55% or greater to be measureable) % Staff Participation: 14-15/ 15-16/ 16-17/ 17-18/ Incr. Goals: 14-15/68% 15-16/72% 16-17/76% 17-18/80% P2-GOAL 2.2: 80% of participants will respond in top 3 (of 7) scoring bands in workforce engagement on SCUC annual staff survey. (requires staff participation of 55% or greater to be measureable) % Staff Participation: 14-15/ 15-16/ 16-17/ 17-18/ Incr. Goals: 14-15/79% 15-16/81% 16-17/83% 17-18/85% P2-GOAL 2.3: 80% of participants will respond in top 3 (of 7) scoring bands on “training, growing and learning” statements on SCUC annual staff survey. (requires staff participation of 55% or greater to be measureable) % Staff Participation: 14-15/ 15-16/ 16-17/ 17-18/ Incr. Goals: 14-15/71% 15-16/74% 16-17/77% 17-18/80% P3-GOAL 3.1: 100% of annual Financial Integrity Rating System of Texas (FIRST) indicators will meet or exceed expectations. 15-16/

16-17/

Incr. Goals: 14-15/80% 15-16/80% 16-17/80% 17-18/80% P3-GOAL 3.3: 90% (or higher) of respondents to District Questions on the community and student engagement survey(s) will respond with overall satisfaction. Incr. Goals: 14-15/84% 15-16/86% 16-17/88% 17-18/90% P3-GOAL 3.4: 85% (or higher) of respondents to Campus Questions on the community engagement survey will respond with overall satisfaction.

15-16/81%

16-17/83%

17-18/85%

P3-GOAL 3.5: 85% (or higher) of respondents to the student engagement survey will respond with overall satisfaction. Incr. Goals: 14-15/82%

15-16/83%

Prepare EVERY student to be a productive citizen.

Values Leadership, Character, Commitment, Service, Learning

This goal measures annually the extent to which employees are content with their jobs and work environment. Workforce satisfaction is measured in six categories on the staff survey: Direction, Execution, Connection, My Work, Managers, and Pay and Benefits. The top 3 scoring bands for workforce satisfaction statements are Slightly Agree, Agree or Strongly Agree.

This goal measures annually the staff members’ commitment and motivation to the success of SCUC. Three statements from the staff survey are used to measure SCUC’s workforce engagement.  I want to stay at SCUC for more than a year.  I would highly recommend working at SCUC to others.  SCUC motivates me to give my very best at work. The top 3 scoring bands for workforce engagement statements are Slightly Agree, Agree or Strongly Agree This goal measures annually the training and learning opportunities provided for the SCUC staff. Two statements from the staff survey are used to measure the training and learning opportunities.  My manager helps me learn and grow.  I get the formal training I want for my career. The top 3 scoring bands for the learning and opportunity statements are Slightly Agree, Agree or Strongly Agree.

This goal measures how the district is performing on a number of financial management indicators. The ultimate goal is to manage district resources in a way that ensures maximum allocation of dollars for direct instructional purposes.

17-18/100%

P3-GOAL 3.2: 80% (or higher) of respondents to District Questions on the community and student engagement survey(s) will select “Agree” or “Strongly Agree” for each question.

Incr. Goals: 14-15/79%

Vision

Description

(to be met by end of 2017-18)

Incr. Goals: 14-15/

Schertz-Cibolo-Universal City ISD provides a safe, secure and challenging learning environment, through the responsible use of all resources, to afford opportunities for all students to realize their individual potential and to become responsible and productive members of society.

16-17/84%

17-18/85%

This goal measures the percentage of community and student respondents who conveyed overall satisfaction through their responses to each of the following statements that pertain specifically to the “District”. Link to survey 1. This is a high quality district with good schools. 2. This district has high standards for student academic success.

3. I trust the school board and administration 4. The district employs teachers who are committed to student success.

This goal measures the average of the combined responses to the four statements listed in Goal 3.2 (above) to determine the percentage of community and student respondents who conveyed overall satisfaction through their responses to survey statements that pertain specifically to the “District”. Link to survey

This goal measures the combined average of community respondents who selected “Agree” or “Strongly Agree” to each of the following statements on the community survey that are specific to a district campus: Link to survey  Overall, I am satisfied with: o Parent involvement at this campus o The PE program at this campus o The use of technology at this campus o The language programs at this campus o The fine arts program at my child’s o The Career and Technical Education (CTE) program at this campus campus o The PE program at this campus o The gifted and talented program at this campus This goal measures the combined average of student respondents who selected “Agree” or “Strongly Agree” to each of the following statements on the student survey that are specific to the student’s campus: Link to survey Overall, I am satisfied with… o The fine arts programs at my school. o The language programs at my school. o The PE program at my school. o The CTE program at my school. o The use of technology at my school. o The gifted and talented program at my school.

Board Approved 9-23-14

Mission Priorities: P1: High Achievement for all Students P2: High-performing and Engaged Workforce P3: Effective and Efficient District and Campus Operations

Core Competencies With a commitment to district-wide Continuous Improvement, the Core Competencies at SCUC are: Students First; Valuing and Engaging our Workforce; Effective and Efficient Work Processes.

Belief Statements  We believe all students have the capacity to learn and be successful.  We believe a safe, secure environment is paramount to learning.  We believe living our core values of leadership, character, commitment, service and learning, result in the ability to set and achieve life-long goals.  We believe quality instruction addresses the individual needs of students.  We believe engaging, interactive, and authentic teaching, creates empowered, active learners prepared for our changing world.

DISTRICT GOALS SCUCISD Strategic Plan 2014-2018 DRAFT – Date of Board Adoption TBD

 We believe embracing technology as a relevant tool enhances learning in and beyond the classroom.  We believe in a Professional Learning Community (PLC) culture that allows time to collaborate and share best practices in order to improve continually.  We believe good communication is critical to success.  We believe life-long learning enriches staff through professional development.  We believe measures of our success go beyond standardized testing.  We believe public education is defined by the local community, with limited state involvement.

BOARD OF TRUSTEES MISSION AND GOALS SY 2013-2014

(Board Adopted 3-21-13)

DRAFT Priority 1: High Achievement for all Students

EPM 1.4 Develop Mission and Goals for Board of Trustees

P1-GOAL 1.1: 90% of all students will meet or exceed minimum STAAR standards combined over all tested subject areas. P1-GOAL 1.2: 100% of campuses (and district) will meet or exceed Texas Education Agency requirements for Index 2: Student Progress. (Measuring students making at least one year growth) P1-GOAL 1.3: 100% of campuses (and district) will meet or exceed Texas Education Agency requirements for Index 3: Closing Performance Gaps. (Measuring performance gaps between student groups such as White, Hispanic, African American and Economically Disadvantaged) P1-GOAL 1.4: 100% of campuses (and district) will meet or exceed Texas Education Agency requirements for Index 4: Postsecondary Readiness. (Measuring graduation rates and student readiness for college, military and/or workforce) P1-GOAL 1.5: 30% of students will achieve Advanced performance on STAAR Reading/ELA, Math, Science and Social Studies. P1-GOAL 1.6: 75% of students tested will score at or above minimum criteria on AP/IB and/or SAT/ACT exam. (College Readiness Exams) P1-GOAL 1.7: 90% of students reading on Grade Level by the End of 2nd Grade.

Board Mission:

P1-GOAL 1.8: 90% of PBMAS (Performance Based Monitoring Analysis System) Indicators in Special Education, Bilingual, Career Technical Education and No Child Left Behind will be at a performance-level of “0” (0 is best, 4 is worst) (Performance Requirements for Special Programs) P1-GOAL 1.9: 90% of secondary (7-12) students participate in high-quality extracurricular activities. P1-GOAL 1.10: 100% of campuses will earn one or more Academic Achievement Distinctions. (Outstanding Academic Achievement on Multiple Indicators)

DRAFT Priority 2: High-performing and Engaged Workforce P2-GOAL 2.1: 80% of participants will respond in top 3 (of 7) scoring bands in workforce satisfaction on SCUC annual staff survey. P2-GOAL 2.2: 80% of participants will respond in top 3 (of 7) scoring bands in workforce engagement on SCUC annual staff survey. P2-GOAL 2.3: 80% of participants will respond in top 3 (of 7) scoring bands on “training, tools and resources” question(s) on SCUC annual staff survey.

DRAFT Priority 3: Effective and Efficient District and Campus Operations P3-GOAL 3.1: 100% of annual Financial Integrity Rating System of Texas (FIRST) indicators will meet or exceed expectations. P3-GOAL 3.2: 80% (or higher) of respondents to District Questions on the community and student engagement survey(s) will select “Agree” or “Strongly Agree” for each question. P3-GOAL 3.3: 80% (or higher) of respondents to Campus Questions on the community and student engagement survey(s) will respond with overall satisfaction.

To ensure student success, this board will provide responsible governance mechanism that makes informed decisions and set policies that are consistent with district goals and priorities as well as serving the interests of the stakeholders of the district and community.

Board Goals: G1: The Board of Trustees will be more deliberate and systematic in community outreach.

SY 2014-2015

(Board Adopted 3-20-14) EPM 1.4 Develop Mission and Goals for Board of Trustees

Board Mission: To ensure student success, this board will provide responsible governance mechanism that makes informed decisions and set policies that are consistent with district goals and priorities as well as serving the interests of the stakeholders of the district and community.

Board Goals:

G2: The Board of Trustees will split community outreach into two (2) EPM strands – “Elected Officials” and “Community/NonElected Officials.”

G1: The Board of Trustees will improve its process for reviewing written plans from appropriate staff regarding accomplishment of district goals. The plan will include time lines for reports, specific measures and include benchmark data.

G3: The Board of Trustees will develop a master list of board member community outreach involvement. Trustees will volunteer for attendance at events one quarter in advance.

Goal 2: The Board of Trustees will ensure that an end-of-year status report will be conducted regarding outreach to the community protocol (initiated in 2013).

G4: Key target dates will be added to the Board of Trustees master calendar. G5: The Board of Trustees will work with the superintendent and senior leaders to prepare for the three-year update to the district strategic plan (EPM 2.1).

Schertz-Cibolo-Universal City ISD provides a safe, secure and challenging learning environment, through the responsible use of all resources, to afford opportunities for all students to realize their individual potential and to become responsible and productive members of society.

Vision Prepare EVERY student to be a productive citizen.

Values Leadership, Character, Commitment, Service, Learning

SUPERINTENDENT GOALS SY 2013-2014

(Board Adopted 3-21-13) EPM 1.6 Evaluate performance of Superintendent and Board of Trustees and establish Team One* Appraisal Instruments

Superintendent Goals:

SY 2014-2015

(Board Adopted 4-17-14) EPM 1.6 Evaluate performance of Superintendent and Board of Trustees and establish Team One* Appraisal Instruments

Superintendent Goals:

G1: The superintendent will ensure a systematic approach is developed to monitor satisfaction of:  Staff  Stakeholders  Students (current and past [Lifetrack]) The superintendent will systematically report results to the BOT to keep them informed of progress.

G1: The superintendent will ensure a systematic approach is developed to monitor satisfaction of:  Staff  Stakeholders  Students The superintendent will systematically report results to the BOT to keep them informed of progress.

G2: The superintendent will ensure that Goal 1.9 is being tracked internally and benchmarked externally.

G2: The superintendent will ensure that Goal 1.9 is being tracked internally and benchmarked externally.

G3: The superintendent will ensure a new, locally developed teacher appraisal system, will be approved for implementation in SY 2014-15.

G3: The superintendent will ensure a new, locally developed teacher appraisal system, will be approved for implementation in SY 20152016.

G4: The superintendent will ensure the development of an incentive pay system for teachers, consistent with the new teacher appraisal system and aligned with the 2014-2017 district strategic plan. G5: The superintendent will ensure deeper deployment of the Baldrige Education Criteria for Performance Excellence through the completion of campus level organizational profiles which align to National Baldrige Criteria.

G4: The superintendent will ensure the development of an incentive pay system for teachers, consistent with the new teacher appraisal system and aligned with the 20142017 district strategic plan.

SUPERINTENDENT

   

    

Superintendent and Administration Team 10,000 foot view One year plan—consistent with 3year Strategic Plan Focus on parents, students and staff Creation and deployment of action plans to meet strategic charge set

Administrators and Staff Ground Level…The Front-Line Daily, weekly…occasionally monthly horizon Detailed structure at the frontline Refines and adjusts plans so that improvement will result

ADMINISTRATOR

ADMINISTRATOR



School Board and Superintendent Big Picture (50,000 feet) 3-year Strategic Plan Setting the Strategic Charge District-wide SMART Goals Translate vision from the community Monitor Progress of Strategic Plan

SUPERINTENDENT

      

BOARD OPERATING PROCEDURES SCHERTZ-CIBOLO-UNIVERSAL CITY ISD In effective school systems, the Superintendent and the Board function as a “Team of Eight.” A structured approach to developing a vision for the District and setting goals is enhanced by first developing a system of standard operating procedures. The School board is the corporate policy making body for the district and the Superintendent and staff provide the leadership to cause Board policies to be implemented. Therefore, the Schertz-CiboloUniversal City ISD Board of Trustees and Superintendent function as a “TEAM OF EIGHT” to provide open communication to the staff and patrons of the district, within a structure of “Good Governance.” Board policies address board meeting requirements in greater detail. Should there be a conflict between these operating procedures and policy, either legal or local, policy shall prevail.

BOARD GOVERNANCE The SCUCISD Board of Trustees is committed to a participative, process-driven governance style. Board level decision-making processes shall therefore include the following elements to whatever extent is practical and appropriate for the matter at hand:       

Clearly stated objectives Reconciliation with policy and established practice Board approved parameters Timelines Data gathering Stakeholder input Communication plan

In each instance, staff shall facilitate the process and make recommendations with oversight and decision-making authority retained by the Board. Examples of decisions that fall under this umbrella include, but are not limited to, curriculum, budget, school year calendar, attendance zone realignment, and facilities needs assessments.

It is the expectation of the Board that participative, process-driven decision-making should flow through the organization at each level as appropriate. DUTIES/RESPONSIBILITIES The purpose of placing governance in the hands of the Board and management in the hands of the Superintendent is to ensure the community retains authority over the basic direction, priorities, and values embodied in the operation of the District while also making sure implementation is carried out by a trained professional with a wide range of experience. It also ensures that the Board has the advice of someone well-versed in the immense complexity of school district operations. DUTIES OF THE BOARD: GOVERN THE DISTRICT In order to govern effectively; the Board should never take action on an item without first hearing the recommendation from the Superintendent (with exception of action affecting his/her own employment). The Board is never obligated to accept the Superintendent’s recommendation, but frequent denial of recommendations signals the Board and Superintendent need to review priorities and procedures to make sure no misunderstandings or failures in communications have occurred. Individual board members must refrain from confusing their role with the role of the Superintendent and becoming involved in the day-to-day operations of the schools. BOARD POLICY/REGULATORY ORGANIZATION ALIGNMENT  BAA (Legal)  BBE (Legal and Local) As per the policies listed above, essential duties of the Board as per the Education Code include but are not limited to: 1. 2. 3. 4. 5.

Adopting goals and priorities for the District and monitoring success in achieving them. Adopting policies that govern the District and reviewing these policies for effectiveness. Hiring a Superintendent to manage the District; evaluating the Superintendent’s effectiveness. Adopting an annual budget for the District and setting a tax rate appropriate to fund it. Monitoring student performance in achieving curriculum goals and assessing the recommendation of the Superintendent. 6. Appraise the Superintendent annually using either the Commissioner’s recommended appraisal process or a process and criteria developed by the District.

Trustees are committed to pre-reading board meeting materials and requesting additional information from the superintendent, prior to the board meetings, on agenda items they have questions about. This process also applies to information provided in weekly Board Updates.

EVALUATION OF THE BOARD AND SUPERINTENDENT On an annual basis, the Board of Trustees will conduct a TASB Good Governance Inventory of the Board’s operation during the past year. Based upon data collected during the past year, the Board will review Board effectiveness. This data will include comparative practices of other Boards, as well as a review of the current operating procedures. A report of this evaluation will be presented within the next month to the public at a regularly scheduled meeting of the Board. During this same time, the Board of Trustees will conduct a review of the superintendent’s performance based upon the Superintendent Appraisal Instrument, which is aligned to Board Policy. Data necessary to complete this review will be asked for at least one week prior to the review. The result of this review will be presented to the superintendent the night of the evaluation.

DUTIES OF THE SUPERINTENDENT: MANAGE THE DISTRICT (within the framework of Board policies and priorities) The Superintendent functions as the educational leader and chief executive officer of the District and is, throughout the exercise of responsibilities, accountable to the Board of Trustees. The education and administrative leadership responsibilities of the Superintendent are complementary and interdependent with the public leadership, governance, and policymaking responsibilities of the Board. To avoid confusion and provide harmonious and progressive direction for the District, both Superintendent and Board must strive to keep the distinctions between their respective leadership roles clearly in mind (reference Good Governance Model). Per Board Policy BJA (Legal), Essential duties of the Superintendent as per the Education Code include but are not limited to:

1.

Accepting administrative responsibility and leadership for the planning, operation, supervision, and evaluation of the education programs, services, and facilities of the district.

2.

Accepting authority and responsibility for the assignment and evaluation of personnel and making recommendations for employment and termination of employees.

3.

Preparing and submitting to the Board a proposed budget.

4.

Recommending policies to the Board for adoption and developing administrative regulations to implement those policies.

5.

Providing leadership for the attainment of student performance.

6.

Ensure that Trustees have received, in a timely manner, all appropriate and pertinent data and information to make a well-informed decision.

BOARD MEETINGS Placing Items on the Agenda: The Board will maintain an agenda planning calendar. The agenda is created by the Superintendent and Board President approximately one week before the board meetings. Board members may request through the Board President or Superintendent any item they wish to have placed on a future agenda. In accordance with Texas Open Meeting Act (TOMA), no agenda may be posted less than 72 hours in advance of a meeting, except in an emergency as per Texas Government Code. Each agenda item must be identified in sufficient detail that the general subject can be understood by the public, i.e. “Request for Board Discussion and Action – Appointment of a District Rezoning Committee”. Posting Notice of Agenda: TOMA requires that the notice of a board meeting be posted in a place “readily accessible” to the general public at all times. The SCUCISD notice of board meetings is posted on an outside bulletin board at the administration building at least seventy-two hours prior to the scheduled time of the meeting (at

least two hours prior to the time of an emergency meeting). The notice of the meeting and agenda are posted on the website. Board Packet: A packet is prepared each month for Board Members the week prior to the meeting. Along with the agenda, the packet includes documents that give a brief explanation of the items placed on the agenda. The packet may include financial statements, lists of bills payable, and other supporting data/explanatory documents so Board Members may have an opportunity to review the information before the meeting. If members have questions or concerns on any of these items, they are strongly encouraged to contact the Superintendent prior to the meeting in order to minimize confusion at the meetings. The superintendent will subsequently establish a follow-up meeting/conference call within the next business day (or sooner if on Board meeting day). The agenda form is intended as a method to ensure organization and to conduct board meetings in an efficient and timely manner. Consent Agenda: Consent agenda items are routine items that may be acted on as a single item with one vote. These items may include but are not limited to annual contract renewals with Regions 13 & 20, Texas Education Agency items, budget amendments, financial information, and minutes of recent board meetings. A trustee may request an item be pulled for separate discussion at the scheduled meeting. Items for Closed Session: Generally personnel issues must be discussed in closed session, unless otherwise required by Texas Open Meeting Law. The primary purpose behind a closed session for personnel matters is to protect the employee or student from possible unjustified harm to his/her reputation and to comply with the law. The provision for closed meetings applies only to deliberations concerning individual employees or students. TOMA requires that the subject matter of the closed meeting be set forth with sufficient particularity to notify the public of the matters under consideration. Merely stating that “litigation”, or “routine business,” will be discussed is insufficient. The agenda topic should be expanded/explained to give the interested reader a better idea of the issues to be discussed and decided. If a matter involves a class of employees, such as the salary of a group of employees, it should be deliberated in an open meeting. The Board can discuss only those items listed on the closed session agenda. Closed session discussions must remain confidential. No action may be taken during closed session. All action must be taken in open session. Records must be kept of closed meetings as well. The Board must keep a Certified Agenda during closed session unless the closed meeting was for the purpose of consulting with an attorney. Typically this is the duty of the Board

Secretary. Participation in a closed meeting knowing that a Certified Agenda or audio recording is not being kept constitutes a Class C Misdemeanor. Even though the certified agenda is confidential and can be inspected only by court order, sufficient detail should be included in the certified agenda so that a reasonable person reading the agenda would understand the scope and nature of the items discussed at the closed session. The certified agenda or audio recording must be maintained for two years following the meeting. Closed Session – “The Don’ts”  Confidentiality of Closed Session Record. Certified agendas and tape recordings of the closed portion of the meeting are confidential, available for public inspection and copying only under a court order. Texas Gov’t Code §§ 55.021 and 551.104(c); Tex. Att’y Gen. No. JM-995 (1988).  Confidentiality of Other Closed Session Written Information. Because of the nature of the board’s work, board members have a great deal of access to information that is confidential either temporarily or permanently. Until it is clear that a document reviewed or discussed in closed session is public, individual board members have no authorization to release such documents. However, the fact that a document was shared and/or discussed in closed session does not protect it indefinitely. Rather, whether a document is confidential or public depends on the nature of the document itself. For example, an employee evaluation document is confidential by law permanently, while an application for a top-level job may be confidential only temporarily, until the position is filled or a certain period of time has expired.  Confidentiality of Closed Session Oral Discussions. Closed sessions have the purpose of allowing board members to have frank discussions without concern about an off-hand comment or sensitive topic being revealed and possibly result in legal or other problems. Many sensitive closed session discussions, such as those related to individual employees regarding job performance, or the information being discussed may be preliminary and is likely to change. Any discussion authorized to be discussed in closed session about information not yet available to the public or staff should be limited to that closed session until and unless final action is considered and taken. Calling Meeting to Order: A quorum of Trustees, which is four of the seven members, must be present to conduct a board meeting. Voting: While the board meetings are based on Robert’s Rules of Order, the Board does observe parliamentary procedures for the voting process. Only items listed on the agenda may be discussed at a board meeting. All discussion shall be directed solely to the business currently under deliberation. The Board President has the

responsibility to keep the discussion to the matter at hand and shall halt discussion that does not apply to the agenda item currently before the Board. The Board President will vote on all action items. The Board will clarify any specific criteria expected for staff reports. Agenda items listed as “Superintendent’s Reports” are for discussion/briefing only and do not require a vote. Public Comments – Regular Board Meetings: During regular Board Meetings, persons wishing to address the Board have the opportunity to do so during the “public comments” segment of the meeting by signing and making a request on the visitors registration sheet located inside the board room. Each speaker is limited to five minutes. A total of thirty minutes per meeting may be allowed for public comments. If more than five persons wish to address the same topic, a spokesperson may be asked to speak for the group for one five minute period. If a member of the public asks a question about an item not listed on the published agenda, neither the Board nor the Superintendent may discuss the subject; however the Superintendent or any member of the Board may respond by providing specific factual information, offering a recitation of existing policy, or by asking clarifying questions. Members may not discuss or deliberate the question. Board Policy BED(LEGAL) states: “…There is no requirement that the Board negotiate or even respond to complaints. However, the Board must stop, look, and listen and must consider the petition, address, or remonstrance.” The Board will not entertain inappropriate comments on individual personnel or students in public session. Complaints or concerns will be considered by the Board only after the complainant has followed the guidelines prescribed by the applicable policies, such as DGBA (LOCAL), FNG (LOCAL), or GF (LOCAL). Public Comments – Called Board Meetings: If an item for public comments has been listed as an agenda item on the posted notice for the called board meeting, the same procedures and time constraints will apply as during a regular board meeting. Public Question/Answer Session – Public Hearing during Regular or Called Board Meeting: The public will be given the opportunity to make comments or ask questions following the presentation of information presented during a Public Hearing conducted during a regular or called board meeting. The same procedures and time restraints apply as during a public comment session of a regular board meeting, with the following exception:

In the event Trustees and/or staff are requested to respond to a question pertaining to the information presented, an additional two minutes will be allotted, if necessary (for a total of 7 minutes), and the following guidelines will apply:  The audience member will state a specific question.  The trustee and/or staff member will clarify the question, if necessary, and will answer as thoroughly as possible.  The audience member will then be given an opportunity to ask for additional clarification.  The trustee and/or staff member will respond as thoroughly as possible.  Following the second response, the Board President, or presiding officer, will call on the next audience member who has a comment/question, or will conclude the public question/answer session and proceed with the remainder of the board meeting.

BOARD OFFICERS After the canvass of election returns the Board will reorganize and elect officers. Elections are conducted in open session and by simple majority vote. Officer positions are President, Vice President, Secretary, and Assistant Secretary. Role and Authority of Board Members and/or Board Officers: No Board Member or officer has authority outside the board meeting unless authorized by the Board. No Board Member is authorized to direct employees in regard to performance of duties.  The Board President shall: Preside at all board meetings, appoint committees, call special meetings, sign all legal documents required by law, and meet regularly with the superintendent.  The Vice-President shall act in capacity of President in the absence of the President.  The Secretary shall act in the capacity of the President, in the absence of the President and Vice-President, assure pertinent documentation is recorded, and assist Board Members in maintaining required training hours.  The Assistant Secretary shall act in the capacity of the Secretary in the absence of the Secretary and act in the capacity of President in the absence of the President, Vice-President, and Secretary.

BOARD TRAINING New Board members shall, after they are sworn in, complete a District orientation within sixty days of the election or appointment with the Superintendent and a Board orientation with the Board President or appointee. Newly elected Trustees must receive 1 hour of training in the Texas Open Meetings Act and Public Information Act within 90 days of their election or appointment. First year trustees must have 10 hours training prior to the December Board meeting, which must include 3 hours orientation in the Texas Education Code. Existing Trustees must receive 5 hours training per year prior to the December Board meeting. Our School District is a member of TASB (Texas Association of School Boards). Training opportunities are offered throughout the year and trustees are encouraged to attend. TASB offers the Leadership TASB course, a five session course conducted over five weekends throughout the year. Trustees are encouraged to apply for the opportunity to attend Leadership TASB but must have at least two years remaining on their term of service for the Board to authorize district expenditures for this course. The SCUC Board of Trustees recognizes the value of board member training and supports involvement by board members in local, state and national affairs on behalf of the District and public education in general. If Board members intend to seek reimbursement for costs associated with out-of-state or out of the ordinary training, conferences or involvement, the board member must seek pre-approval by the Board of Trustees. The request and motion should include the dates and location of the event, the purpose and benefit to SCUC or public education in general, the estimated total dollar amount of costs, including registration, travel, lodging, etc. The Board member will provide a summary report to the Board of Trustees at the next regularly scheduled board meeting.

BOARD MEMBER TRAVEL PROCEDURES Registration Fees:  It is the board member’s responsibility to notify the district of any conference/workshop they will be attending.  The district will complete any required paperwork and register board member for the conference/workshop.  Registration fees will be paid directly to the vendor by the district and are not a reimbursable expense.

Lodging/Hotel:  Lodging/hotel reservations shall be processed by the district and a check shall be generated for payment to the place of lodging or hotel.  It is the responsibility of the board member to ensure a Texas Hotel Occupancy Tax Exemption Certificate is provided to the hotel.  The Texas hotel tax exemption does not apply to out-of-state travel.  An original itemized hotel receipt must be submitted to the district within thirty (30) days after return from a trip. Estimated Travel Expenses: The district shall encumber funds for estimated reimbursement expenses prior to Board member travel. Estimated reimbursements include:  Estimated mileage reimbursement (if driving)  Estimated parking costs (if driving)  Estimated cost of air travel (if flying)  Estimated taxi/shuttle fees (if flying)  Estimated per diem reimbursement (not to exceed regular district reimbursement rates) It is the Board member’s responsibility to provide the district with the following information in order to calculate estimated reimbursement expenses:  Name/location of workshop or travel destination.  Dates of travel (date travel begins/ends)  Mode of transportation (automobile/air travel) Reimbursement Requests: It is the Board member’s responsibility to submit their reimbursement request within thirty (30) days following the completion of the trip.

Driving: Mileage Reimbursement:  For the purposes of reimbursement, mileage is calculated through Yahoo! Maps Driving Directions (www.maps.yahoo.com). Mileage reimbursement is currently calculated at $0.50 per mile.  Board member mileage will be calculated (roundtrip) from the district’s central administration building, 1060 Elbel Road, Schertz, to the destination.  For the purposes of reimbursement, mileage is reported using the shortest route, not the fastest or best route.  Toll road fees will not be reimbursed by the District. Air Travel:       

It is the responsibility of each board member to secure their own airline reservations. Air travel should be at the least expensive accommodations available for the flight. Fees for special considerations such as priority check-in or seat upgrades will not be reimbursed. Checked baggage fees will be reimbursed by the District for the initial (first) bag only, with original receipt. Additional bags over the first or over weight limit fees will not be reimbursed. Receipts for airfare must be presented with the request for reimbursement. Mileage reimbursement for travel to and from the airport will be limited to the cost of round trip mileage from the district’s central administration building (1060 Elbel Rd., Schertz) to the San Antonio International Airport, regardless of the home departure location or what airport the trip originates from.

Board Member Meals Board members are REQUIRED to attach original, itemized restaurant receipts AND the amount reimbursed is the actual amount of the receipts (not including sales tax and tip), but is limited to regular district reimbursement rates of:  $5.00 for breakfast,  $7.50 for lunch, and  $12.50 for dinner,

not to exceed $25.00 per day. Detailed restaurant receipts are required. Credit card receipts showing only a total amount of the charges will not be accepted for reimbursement. Reimbursable Expenses The following items may be reimbursed with an original receipt:     

Taxi/cab fares (must have receipt signed by cab driver) Parking fees (limited to self-parking rates if valet parking is used) Checked baggage fees for first bag only Airline fare Meals (limited to regular district meal reimbursement rates)

Non-Reimbursable Expenses The following items will NOT be reimbursed:              

Registration fees Tips(including taxi/cab/valet parking/restaurants) Phone calls and Internet usage Alcoholic Beverages Entertainment/Recreation, including in-room movies Personal phone calls Items being sold by vendors at conferences Sales tax Room services Valet parking (unless there is no other reasonable parking option) Texas State hotel tax First class air fare Checked baggage fees for additional bags over first Over weight limit baggage fees

       

Meals or any other expenses for other persons (such as spouse, children, etc.) Personal Accident insurance or Personal Effects coverage for rental cars. Early departure fees from a hotel Fees for booking travel reservations on-line Non-itemized taxes for Texas hotels Mileage to and from restaurants Mileage to and from hotel to conference Toll road fees

BOARD POLICIES Legal policies are based upon State law and litigated cases; the Board does not approve these policies, but are obligated to adhere to them. Local policies are adopted by the Board prior to incorporation into the district policy manual. Our policy manual is online and can be accessed via our website School Board link. Important policies to know:  DGBA (LEGAL) and (LOCAL) - PERSONNEL-MANAGEMENT RELATIONS EMPLOYEE COMPLAINTS/GRIEVANCES  FNG (LEGAL) and (LOCAL) - STUDENT RIGHTS AND RESPONSIBILITIES STUDENT AND PARENT COMPLAINTS/GREIVANCES –  GF (LEGAL) AND (LOCAL) - PUBLIC COMPLAINTS All three policies rely on the “Principal or Supervisor (Level I) – Superintendent or designee (Level II) – Board (Level III)” chain of command and resolution. A formal grievance procedure is used in which written complaints are filed first with the Principal or Supervisor, then the Superintendent if necessary. A presentation to the Board is the final step in the process. At times, individuals will bring complaints before the Board during the public comments portion of a meeting. The Board is under no obligation to hear such complaints before administrative remedies have been pursued. The Board President should direct the person to the appropriate complaint process. Level III complaints

are heard in board meetings as scheduled agenda items, which allow the Board to take action on the complaint during the same meeting.

ADDRESSING PUBLIC CONCERNS OUTSIDE OF THE BOARD ROOM Board Members are often confronted with individuals who wish to voice their concerns or complaints outside of the board room. Trustees should listen to the individual’s concerns but politely explain the chain of command for addressing complaints and direct the individual to communicate concerns to the superintendent. The superintendent will then re-direct the individual to the appropriate district employee. Most often when the individual understands who to request information from, he or she is able to resolve the issue without entering into the formal process. A Trustee should not get overly involved in a matter that may come before the Board as a complaint in order to preserve the Trustees unbiased judgment. An overly biased Trustee may need to recuse himself or herself from hearing the Level III grievance.

BOARD MEMBER REQUESTS FOR INFORMATION OR FUTURE BOARD MEETING REPORT/DISCUSSION ITEM: Board Members are entitled to the information they require to make informed decisions on the matters before them. REQUEST(S) FROM INDIVIDUAL BOARD MEMBERS: All requests from an individual Board member shall be submitted in writing to the superintendent’s office, or requested during a duly called Board meeting at the time designated on the posted agenda notice.  Request for Report/Discussion item: o Policy BBE(LOCAL) states: “…REQUESTS FOR REPORTS - No individual Board member shall direct or require District employees to prepare reports derived from an analysis of information in existing District records or to create a new record compiled from information in existing District records. Directives to the Superintendent or other custodian of records regarding the preparation of reports shall be by Board action.”

o In order to allow for transparency and Trustee input regarding requested report/discussion items, the following guidelines will apply:

A. Request for Report/Discussion items:  Board member requests for Report/Discussion items may be requested by individual board members during the designated time allotted for this purpose at the regular monthly Board meeting, or submitted in writing to the superintendent’s office. B. Request for information to be placed in a future Board Update Packet:  An individual Board member may ask to have requested information placed in a future Board Update Packet. All information falling in this category will be placed in the first available Board Update Packet following completion of the request by the administration.  Board Member Request for Records – (tracked per Board Policy BBE Legal and Local) o An individual Board member, acting in the member’s official capacity, has the right to seek information pertaining to District fiscal affairs, business transactions, governance, and personnel matters. o Policy BBE(LOCAL) states: “…REQUESTS FOR RECORDS - An individual Board member shall seek access to records or request copies of records from the Superintendent or other designated custodian of records. When a custodian of records other than the Superintendent provides access to records or copies of records to an individual Board member, the provider shall inform the Superintendent of the records provided. In accordance with law, the District shall track and report any requests under this provision, including the cost of responding to one or more requests by any individual Board member for 200 or more pages of material in a 90-day period.”

The following guidelines will apply:  Individual Board member requests for records shall be submitted in writing to the Superintendent’s office.  Per Policy BBE(LOCAL), these requests will be tracked and reported by the District on the District’s website and will be updated every 30 days.

BOARD MEMBER VISITS TO CAMPUSES AND DISTRICT FACILITIES Board Members are encouraged to attend all school events as their time permits. Board Members are not, however, to go unannounced into teachers’ classrooms or individual buildings for the purpose of evaluation. Board Members must adhere to all campus safety/registration requirements.

REVIEWING BOARD OPERATING PROCEDURES The Board Operating Procedures will be reviewed and updated as necessary in February of each year in conjunction with the Board Effectiveness Audit and will be part of Board member training.

Adopted 2014-15 BOT OPERATING PROCEDURES.pdf ...

Page 1 of 21. SCUCISD. BOARD OPERATING. PROCEDURES. Updated October 2014. EPM 1.8 - Develop and maintain Board Operating Procedures that include. Transparency in Operations and Independence in External Audits. http://www.scuc.txed.net/Excellence.cfm?subpage=32633. Page 1 of 21 ...

2MB Sizes 0 Downloads 274 Views

Recommend Documents

g.recruitment.201415.Scout.pdf
Page 2 of 2. g.recruitment.201415.Scout.pdf. g.recruitment.201415.Scout.pdf. Open. Extract. Open with. Sign In. Main menu. Displaying g.recruitment.201415.

bot-defense.pdf
There was a problem previewing this document. Retrying... Download. Connect more apps... Try one of the apps below to open or edit this item. bot-defense.pdf.

Twitter Stock Bot - GitHub
different time periods (1, 3, 5, and 7 days). Our .... this way, it is calculated to be Good, OK, or Bad based on .... than trust the results of the API call that might.

press release - Care-O-bot
Jan 15, 2015 - In comparison with its predecessors, the fields of application are far more wide-ranging ... Care-O-bot® 4 offers open software interfaces that makes it easily ... for automation and streamlining at our customers' companies.

Shield Bot v1.2.sch - GitHub
Mar 3, 2015 - EN. 3. GND. 4. LX 5. VDD 6. FSEL 7. SS 8. COM1. COM2. CH1A ... GND. 4. FB 5. NC 6. EN. 7. NC 8. 1. 2. 3. A. B. C. D. 1. 2. 3. 4. 5. 6. A. B. C. D.

Care-O-bot - Semantic Scholar
The Care-O-bot™ is a mobile service robot, which has the capability to perform ... in the USA more than 3 billion US dollar could be saved per year, if all elderly ...

Shipping Box for Care-O-bot - GitHub
Foam protector for fixing base motor blocks to wall (10x15x20 cm). 2. 6. Foam protector for fixing arm to wall (10x15x5 cm). 1. 7. Foam protector for protection ...

BOT Fu15_170202151109.pdf
BOT Fu15_170202151109.pdf. BOT Fu15_170202151109.pdf. Open. Extract. Open with. Sign In. Main menu. Displaying BOT Fu15_170202151109.pdf.

Click Bot Extension.pdf
Sign in. Page. 1. /. 1. Loading… Page 1 of 1. Page 1 of 1. Main menu. Displaying Click Bot Extension.pdf. Page 1 of 1.

bot-trot (robotics)
“The danger of past was that man became slaves, the danger of future is that man may become robots.” - Erich Fromm. Robots have had a rich legacy in all industries. There use is ... In case of wired mechanism the wire must be slack at all point o

in game client BOT
It will save call center's costs and men powers. – Also, it will give you competitive power and customer satisfaction. • For users' PC security, what can we do?

FY2018-Adopted-Budget.pdf
County of Kaufman August 28, 2017. WE, Bruce Wood, County Judge and Karen MacLeod, County Auditor, of Kaufman County, Texas. do hereby certify that the ...

RA 7718- BOT Law.pdf
waste management, information technology networks and database infrastructure, education and health facilities,. sewerage, drainage, dredging, and other ...

Zuloaga & Morrone. Syst. Bot. 34 -
Los Angeles County Mus., No. ...... Database: IT: L.J. Brass 8721, Jan 1937, Papua New Guinea: New Guinea, Western Highlands Dist. ...... Chiapas, municipio de Tonala, Ejido Raymundo Flores, verada que va a El Filo, 843 m, 25 Sep 2006,.

RA 7718- BOT Law.pdf
Definition of Terms. - The following terms used in this Act shall have the meanings stated below: "(a) Private sector infrastructure or development projects - The ...

BOT 03-24-17.pdf
el odio o el amor. Amigo que desilusión. No todo es blanco,. O negro: es gris. Todo depende del matiz,. Busca y aprende a distinguir. La luna puede calentar. Whoops! There was a problem loading this page. BOT 03-24-17.pdf. BOT 03-24-17.pdf. Open. Ex

Jingling Traffic Bot .pdf
Extract the file using your favourite decompression tool like WinRar. Click the setup file if prompted and the online launcher will automatically download. Jingling ...

BOT march 2018.pdf
Rachel Scott and Principal Heather Gorrie. Straight From the BOT Table ... BOT march 2018.pdf. BOT march 2018.pdf. Open. Extract. Open with. Sign In. Details.

Shield-Bot-2013-12-01.pdf
Page 1. Whoops! There was a problem loading more pages. Retrying... Shield-Bot-2013-12-01.pdf. Shield-Bot-2013-12-01.pdf. Open. Extract. Open with. Sign In.

Bidding Process under RA 7718 (BOT LAW) - Annex A.pdf ...
Bidding Process under RA 7718 (BOT LAW) - Annex A.pdf. Bidding Process under RA 7718 (BOT LAW) - Annex A.pdf. Open. Extract. Open with. Sign In.

BOT Quarterly Meeting Report Jan 2013 v2 - Unitarian Universalist ...
communities, in accountable relationships and alive with transforming power, moving our local communities and the world towards more love, justice, and peace ...