|
Appendix A
Status of Recommendations and Savings |
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|---|---|---|---|---|---|---|
| Rec# |
General
Recommendation |
Implementation
Status |
TSPR's
Projected Five-Year Savings (Costs) |
Actual
Savings (Costs) to Date |
EPISD's
Projected Five-Year Savings (Costs) |
Comments |
| Chapter 1: District Organization and Management | ||||||
| 1 | Reduce the number of regular board meetings to no more than one per month. p.28 | Complete | $0 | $0 | $0 | The board restructured its agenda to significantly reduce board meetings to one per month, with special meetings called as needed. Meetings are more focused on governance, budget and Vision 2005 long-range plan initiatives. Implementation was phased in during the 2000-01 school year. |
| 2 | Create four standing committees of the SAISD Board of Trustees. p.29 | Complete | $0 | $0 | $0 | Three standing committees: Futures, Student Advisory and Board/Citizen Oversight Committee (COC) Bond, and two ad hoc committees to address Legal Review and Jefferson Historic issues were also created. While standing committees can be a source of micromanagement for some boards, the structure of these committees compliments the district's process. For example, the Futures Committee is overseeing the Vision 2005 planning process. The Student Advisory Committee meets monthly with student representatives from the eight high schools to provide input to the board. The Board/COC Bond Committee is actively involved in construction, planning and decision-making. Each of these committees conducts activities that relieve pressure on the board as a whole. |
| 3 | Provide agenda meeting packets to the board at least five days prior to regular business meetings. p.30 | Complete | $0 | $0 | $0 | Effective 3/27/00, board agenda packets are being sent to board members five to six days prior to each scheduled board meeting. |
| 4 | Provide comprehensive materials to the board to allow them to prepare adequately for business meetings. p.34 | Complete | $0 | $0 | $0 | Effective 3/27/00, the agenda process has been reorganized and more comprehensive materials are being provided. The administration has stated that meetings go quicker when board members have more information. And, the new organization of the agenda into organized areas makes the items for discussion clearer to the board and community members. Finally, the board has begun to use a consent agenda for routine items requiring board approval. In all, this new structure is making board meetings shorter and more productive. |
| 5 | Amend board policy to require a fiscal impact statement on all proposed budget actions, including the impact of those actions on the fund balance. p.35 | In Progress | $0 | $0 | $0 | The district changed its procedures to require all agenda items with fiscal impacts to be reviewed and approved at the Deputy Supt./Associate Supt. level. Effective 4/25/00, additional fiscal notations have been added to board documents. Board policy is currently under review for determination of amendments needed. |
| 6 | Amend board policy and allow citizens to provide comments to the board as the first item on the agenda for each board meeting, prior to executive session. p.36 | In Progress | $0 | $0 | $0 | Effective 2/14/00, executive sessions have been moved to the end of the board agenda and citizens' presentations to the beginning of the agenda. Board policy is currently under review for determination of amendments needed. |
| 7 | Rotate board meetings among schools. p.37 | Complete | $0 | $0 | $0 | Meetings are now being held in the community when the focus of the meeting makes the location appropriate. For example, when the board honored Fox Tech, the board meeting was held at that location. Three meetings were held in the schools this year. |
| 8 | Provide team building training to board members to promote cooperation and trust, and increase individual training opportunities related to the roles and responsibilities of board members. p.39 | Complete | $0 | $0 | $0 | A Governance Effectiveness Work session was held on 2/9/00. Long Range Plan work sessions were held on 4/17/00 and 5/1/00. Additional work sessions are scheduled consistent with Vision 2005 initiatives. |
| 9 | Develop operating procedures for the board and a self-monitoring system to ensure that all board members fulfill their roles and responsibilities. p.41 | In Progress | $0 | $0 | $0 | Vision 2005 contains a goal and strategies for SAISD's board to become an exemplary school board. In the future, the board will use these strategies as a measure of progress and a self-monitoring mechanism. |
| 10 | Reduce the number of hard copies of the policy manual. p.43 | In Progress | $21,000 | $17 | $2,370 | Original TSPR cost savings projections were based upon inaccurate costs per page, which were much higher than actual costs for printing and distribution by the Publications Dept. Partially The number of copies sent to schools has been reduced by 100 copies. Further savings can be realized as soon as administrative reorganization has been completed and when the number of administrators receiving the hard copies can also be significantly reduced. In addition, as soon as all policies are brought on-line, further reductions of hard copies can be made (only two policies currently do not match and these are being reviewed). |
| 11 | Require the superintendent to approve each new or revised administrative procedure prior to the distribution and implementation. p.44 | Complete | $0 | $0 | $0 | The deputy superintendent for Human Resources and Academic Support now oversees the coordination of this program, which includes input from the districtwide committee, employee organizations and Principal's Advisory Committee. The organizational structure will be modified to redirect a position to the Governmental Relations Department to oversee the development of policy and procedures. |
| 12 | Place the administrative procedures manual on line. p.45 | Complete | $16,800 | $280 | $5,000 | Schools now receive only one copy of the policy manual. SAISD previously sent five copies to high schools, three to middle schools and two to elementary schools. The district expects the number of hard copies to be further reduced this summer. The savings were somewhat less than anticipated since the district's internal cost for reproduction was less than estimated. |
| 13 | Amend board policy BBFA to require board members with substantial interests in businesses to file timely affidavits and officially record conflict-of-interest votes. p.47 | Complete | $0 | $0 | $0 | Board members are required to sign and submit conflict-of-interest affidavits during the annual financial audit. During board meetings, each member abstains from votes when there is a conflict-of-interest issue. |
| 14 | Build three "vertical teams" to provide an infrastructure of support for the district's schools. p.51 | Complete | $521,940 | $0 | $520,000 | In order to provide leadership, guidance and motivation directly to campuses, the district will be divided by high school feeder pattern beginning with the 2001-02 school year. To begin the process of creating three vertical teams, the four steward positions were eliminated and three area director positions were created with lower salaries. The creation of area teams is underway and the transition is expected to save nearly $150,000 per year while providing cross-department team support and service to schools to ensure increased student achievement. |
| 15 | Require SAISD central administrators to spend at least one hour per week in direct service support to schools. p.54 | In Progress | $0 | $0 | $0 | A Principals' Summit was held with school principals and central office staff to strengthen the common understandings of service delivery procedures and the needs of the campuses. The curriculum support staff has been assigned to provide support to campuses designated as priority schools, monitor program implementation and provide other services as requested. For the 2001-02 school year, the superintendent will assign central administrative professional staff to work with one school on an ongoing basis. |
| 16 | Develop specific guidelines to ensure consistency in school management and leadership. p.57 | Complete | $0 | $0 | $0 | The communication structure in the district has been modified to ensure effective management of the schools and district. This involves the restructuring of the Campus Leadership Teams, the establishment of the Area Leadership Teams and the establishment of the District Leadership Team. Additionally, the roles and responsibilities of the Campus Instructional Coordinators have been redefined to strengthen the link between C&I and the campuses. Principals' meetings are convened twice a month, the first and third Wednesday of each month at 2:00 p.m. Human Resources staff and Area Superintendents revised the performance responsibilities for the new position of "Area Director for Campus Operations." |
| 17 | Increase the authority and responsibility granted principals in managing their own schools. p.58 | Complete | $0 | $0 | $0 | The accountability system has been decentralized to provide annual report cards by organizational units within schools (e.g. grade levels, departments and schools within schools). The principal's evaluation instrument has been redefined to provide more emphasis on campus performance results. Systemwide staff development has been restructured to allow school personnel at each campus the opportunity to plan and implement approximately 80 percent of the overall staff development initiatives based on choice and campus needs. The reconstitution of central office personnel as service teams by areas has solidified the focus at the campus level. Other financial and budgetary responsibilities, such as fixed assets and textbook accountability, have been redefined in policy to give principals more autonomy, flexibility and accountability. |
| 18 | Decentralize the budget process and train district employees in budget functions. p.60 | Complete | ($6,000) | $0 | $0 | The budget development process has been restructured to ensure that each cost center, including campuses, is responsible for developing its own annual budget. Budget retreats have been carried out for training and reviews. |
| 19 | Evaluate the need for maintaining four principals at Jefferson HS. p.62 | Complete | $0 | $57,600 | $288,000 | For 2000-01, Jefferson has only one principal and three assistant-principals, following a more traditional approach. Savings have been realized by the reassignment of personnel. |
| 20 | Establish a strategic planning process in SAISD. p.66 | Complete | $0 | $0 | $0 | The board and administration recognized a need for a comprehensive strategic plan to guide the district into the future. On December 11, 2000, the Board of Trustees unanimously approved SAISD Vision 2005 - Destination: Exemplary, the district's five-year improvement plan. The plan is designed to guide the SAISD on its journey to exemplary status by the year 2005. Work on Vision 2005 first began early spring 2000 as stakeholders representing employees, parents, community leaders and other patrons, along with religious and business leaders, met to provide their ideas on how the district can reach exemplary status. Vision 2005 also includes the district's new mission statement and is designed to serve as a guidebook for every school board and administrative decision. It is organized around the district's nine basic functions: governance, academics, student support, administration, human resources, communications, school-community relations, facilities improvement and technology. |
| 21 | Improve the student enrollment projection process in SAISD and link enrollment planning with strategic planning initiatives. p.67 | Complete | $0 | $0 | $0 | The systemic process for budget development includes the establishment of databases for more accurate forecasting of student projections during the budget planning process. Further, and more importantly, the administration instituted for the first time a staffing leveling process whereby actual enrollment is analyzed in October and staffing is adjusted to match the number of students in attendance. In previous years, excess staff was retained, resulting in overstaffing and inefficiencies in many areas of the district. Adhering to staffing allocation formulas and monitoring actual versus projected enrollment resulted in $7.1 million in staffing reductions during this last school year. Savings are recognized in Recommendation #88. |
| 22 | Hire an in-house attorney. p.70 | In Progress | $755,000 | $0 | $0 | Internal mechanisms have been put in place to hold the line on costs. Consequently, legal fees are going down. This year the fees were under $600,000. An ad hoc committee of the board is reviewing this recommendation and is examining several alternatives, including the use of an in-house attorney to act as a gatekeeper to assign and monitor the work of external attorneys. |
| Total - Chapter 1 | $1,308,740 | $57,897 | $815,370 | |||
| Chapter 2: Educational Service Delivery and Performance Measures | ||||||
| 23 | Reclassify curriculum specialist positions to eliminate inequities in assignment and overspecialization. p.83 | Complete | $0 | $0 | ($300,000) | The reorganization has been completed. Additionally, a comprehensive study to align salaries and responsibilities has been commissioned. Recommendations, including salary increases to eliminate inequities estimated to be about $75,000 annually for the next four years, will be taken to the Board of Trustees in June 2001. |
| 24 | Reduce the number of educational aides and professional support positions and use the savings to increase the number of classroom teachers. p.84 | Complete | $0 | $0 | $0 | The intent of this recommendation was to have SAISD examine its instuctional staffing patterns to insure that all classrooms were served by appropriate teaching staff. The district eliminated some instructional assistant positions through attrition for the 2000-01 school year. Applying its own allocation formulas, however, showed that the district was also overstaffed with teachers, and those positions were also eliminated. In a separate action, the district created a new early childhood program and used a $3 million grant to hire additional aides for each of the elementary schools to support that initiative. This resulted in a net increase, rather than decrease, in aide positions districtwide. At the end of the 1998-99 school year, the district had 834 instructional assistant units; whereas, at the end of the 1999-2000 school year, there were 781. Savings from the initial staffing reductions and reallocations districtwide are recognized in Recommendation #88. |
| 25 | Allow schools to choose the number of instructional guides they wish to employ and hold the instructional guides accountable for their curriculum improvement. p.87 | Complete | $0 | $0 | $0 | Each campus is assigned at least one Campus Instructional Coordinator (CIC). At its discretion, a campus is allowed to increase the number of CICs. In an effort to support high-need campuses designated as Low-Performing and Priority Campuses, central administration has assigned more than one CIC to those campuses. During the budget development process, the principal and Instructional Leadership Team (ILT) determine the need for the appropriate number of CICs for their campus. Campuses are given the freedom to convert resources for CICs to other positions or programs as they deem necessary and a variety of funding sources may be accessed. |
| 26 | Update the fine arts curriculum guide and create a master schedule for updating all curriculum guides. p.91 | In Progress | ($4,360) | $0 | ($5,000) | A Fine Arts Team met to complete standards for Instrumental Music, Vocal Music, Music History, Elementary Music, Theater Arts and Visual Arts. The scope and sequence is currently being written for Instrumental Music, Vocal Music, Elementary Music and Visual Arts. A master schedule for updating all standards, scope and sequence has been developed with the first revisions to be completed this summer. Because this was done as part of a larger initiative, the cost attributed to Fine Arts is loosely estimated by the district as $5,000. |
| 27 | Increase the district's use of technical assistance and resources provided by local universities, community colleges and the Region 20 Education Service Center. p.93 | In Progress | $72,004 | $0 | $0 | A number of collaboratives have been developed with local universities, colleges and Region 20. The following are some examples: The University of Texas at Austin provides technical assistance for the Student Voices Project. The University of Texas at San Antonio (UTSA) and San Antonio College provide professional development for the Bilingual and Early Childhood Education Programs. The UTSA has a major partnership with SAISD for the Advanced Academic Services Academy. Region 20 Service Center also provides professional development in the High/Scope Approach and Aspiring Leaders Program. Superintendent Olivárez met with the Region 20 executive director to discuss technical assistance available from Region 20. SAISD has been the lead school district in the San Antonio Urban Systemic Initiative (USI), a partnership of ten school districts and surrounding universities. The collaborative has applied for another grant from the National Science Foundation for an additional three years to continue to provide technical assistance and resources in the areas of mathematics, science and technology. |
| 28 | Provide sample lesson plans for teachers for each grade level and hold teachers and principals accountable for following the district's lesson plan procedures. p.95 | In Progress | $0 | $0 | $0 | The district lesson planning guidelines, as outlined in administrative procedures, have been reviewed. Campus leadership teams will be provided with an outline of planning requirements and strategies for helping teachers use the district standards to plan daily lessons. Additionally, a number of curriculum management systems (Marco Polo, Light Span, SATEC) have been reviewed to provide teachers the opportunity to utilize exemplary, interdisciplinary lesson plans. |
| 29 | Establish specific criteria for selecting, implementing, monitoring and evaluating all new educational programs. p.101 | In Progress | $0 | $0 | $0 | Each core curriculum department is required to conduct a needs assessment, including a review of curriculum programs and past initiatives. Department action plans are designed to meet the goals set in Vision 2005. Strategies and initiatives must be researched-based, have timelines for implementation, and include formative and summative evaluations. Campuses also follow this procedure when developing strategies and/or selecting programs to address student needs. A districtwide plan that includes criteria for program selection, review and continuation will be presented to the superintendent's Executive Team in the fall of 2001 for approval. |
| 30 | Provide training to teachers in the interrelationships among TEKS,TAAS, national and local standards, curriculum guides, school reform initiatives, student assessment, and data analysis. p.103 | Complete | $0 | $0 | $0 | With the development of the district standards at each level, professional development has been provided on the relationships among the standards, TEKS, TAAS and national standards. During the 2000-01 school year, district training, using the trainer-of-trainer model with campus instructional coordinators, has focused on implementing the District Standards. For 2001-02, specific professional development modules based on the Role of the Teacher Matrix will address the District Standards, TEKS, best practices, student assessment and data analysis. |
| 31 | Develop and adopt standards establishing minimum instructional time for core subject areas. p.104 | In Progress | $0 | $0 | $0 | Teaching time frames have been developed with recommendations for time allocations for each of the core disciplines. The district scope and sequence provide guidelines for time needed to teach performance standards for students to meet expectations. Campuses have been given the discretion to plan schedules to meet the needs of the students on their respective campuses. During 2001-02, district cross-disciplinary service teams will have an opportunity to collect classroom observations, monitor scope and sequence and review interim assessments. This information can then be used to make recommendations to the superintendent for administrative procedures for minimum time requirements for core courses. |
| 32 | Develop more agreements between district high schools and community colleges and encourage students' participation in dual-enrollment, credit-earning programs. p.107 | In Progress | $0 | $0 | $0 | Each high school campus is exploring options to increase the number of dual credit offerings. The district recognizes that substantial savings of college tuition dollars are available to students that participate in such courses. SAISD is exploring options for non-AP students to participate. Currently, they have several such courses available in Career and Technology. The Alamo Community College District now has on-line dual credit courses. Through Vision 2005, a partnership with UTSA will allow students to receive college credit while attending the Advanced Academic Services Academy. |
| 33 | Eliminate career or technical programs with fewer than six students. p.108 | Complete | $2,449,387 | $0 | $0 | The Career and Technology director reviewed campus programs and made recommendations for position cuts in the Spring of 2000. Fifteen positions were eliminated through attrition throughout the course of the 2000-01 school year. Guidelines for class size per subject area were developed and are being implemented. Savings are shown as part of overall savings in Recommendation #88. |
| 34 | Initiate a district career day and promote the participation of all schools. p.109 | Complete | $0 | $0 | $0 | A districtwide committee met and developed a plan to educate parents and students about the "Recommended Graduation Certificate." Strategies are being implemented to promote career awareness on each campus. The Texas Scholars Program was initiated in early fall 2000 with more than 200 business volunteers conducting the career awareness classes for all eighth graders in SAISD. A brochure indicating career and technology paths has been produced by the Career and Technology Education Department. |
| 35 | Test all children and use the test results to strengthen the district's curriculum and instruction. p.115 | In Progress | $0 | $0 | $0 | Special Education is in the process of program and curriculum restructure. The goal of the department is to integrate its programs into a more general education setting while aligning the curriculum with TEKS and the district's standards with modified or alternative curricula where appropriate. Area superintendents met with principals and are monitoring how principals are dealing with special education. Principals are now required to sit in on Admission, Review and Dismissal (ARD) meetings to ensure that referrals to special education are appropriate and that every student that can be tested is tested. A review of invalid referrals is also being done to determine which campuses are having the greatest number of invalid referrals so that adjustments can be made. |
| 36 | Develop and implement training for parents of special education students on their rights and responsibilities. p.116 | Complete | ($2,040) | ($1,014) | ($5,070) | The Special Education department has developed educational initiatives, which promote parents as partners to become active participants in the education of their children. Within the initiatives are the basic components, which emphasize parent participation: informational systems, training and education, and parent as partners. In addition, a Special Education Advisory Committee, made up of parents from schools in each area, special education teachers, principals and other staff, has been formed to give the special education staff and central administration input on program issues, trends, and procedures. |
| 37 | Update district procedures related to the reporting of dropout rates and ensure that these procedures are followed. p.118 | In Progress | $0 | $0 | $0 | The District Procedures Committee and the Management Information Systems Department are currently reviewing and revising the dropout reporting procedures including data input and quality standards. A step was added to the process where principals received training on how to review and correct errors on the reports. For the 2000-01 school year, eight additional school attendance auditors were allocated to the campuses to visit homes to verify and correct erroneous data. Further, principals identified data entry people that had fallen behind and provided additional support to ensure that all data was entered. |
| 38 | Update the SAISD Dropout Prevention Plan and include an oversight provision to ensure that all elements of the plan are integrated with one another. p.122 | In Progress | $0 | $0 | $0 | The mission statement for Vision 2005 is that all students will graduate. One of the major components in Vision 2005 is school completion. Major emphasis has been placed on the early childhood education program. Specifically, the Pre-K for three and four year olds has been enhanced to include full day services for more than one-third of the elementary schools. An Early Childhood Task Force meets regularly to discuss curriculum and teacher training. Through the Ninth Grade Initiative, at-risk, over-aged ninth grade students are monitored in a program that focuses on accelerating academic success and school attendance in a small, caring environment that provides on going support and encouragement. The Ninth Grade Initiative Committee (composed of principals, teacher specialists and teachers) oversees the organization and implementation of the Ninth Grade Initiative and Grant. Additionally, the Department of Labor, through the Alamo Work Force Development Board, granted Lanier HS and Fox Tech HS a grant to train and place students in high-paying jobs. Additional revenues as a result of increased attendance are shown in Recommendation #150. |
| 39 | Develop a pilot two-way immersion program at two SAISD middle schools. p.124 | In Progress | ($42,000) | $0 | ($329,000) | Plans to extend the dual language program to one middle school are underway for the 2001-02 school year. |
| 40 | Eliminate the practice of removing teachers from their regular instructional responsibilities to assist in the identification of gifted and talented students. p.126 | Complete | $198,895 | $37,859 | $189,295 | Currently, 32 teachers conduct the identification of GT students for one day per year at a cost of $1,920 (32 x $60). This has eliminated the practice of removing large numbers of teachers from their regular instructional duties. |
| 41 | Schedule teachers to attend gifted and talented training during the days designated for professional development. p.127 | Complete | $180,000 | $0 | $0 | Professional development sessions for gifted and talented staff development are now being held outside the instructional day. Training is provided on Saturdays, after school or during the summer. There is an increase in cost for the supplemental pay and consultant fees, which equals the amount that would have been spent on hiring substitutes under the old plan. The benefit of this recommendation is that teachers are able to remain in their classrooms. |
| 42 | Assess the pattern of student absences for SAISD extracurricular activities and determine whether a greater number of days should be permitted. p.131 | Complete | $0 | $0 | $0 | Assessment of student absence patterns was completed. There are no indications of excessive absences occurring. Counselors at the local campuses are monitoring. |
| 43 | Coordinate the planning, training, distribution and monitoring of all district-administered tests. p.134 | In Progress | $0 | $0 | $0 | The director of Testing and of Research and Evaluation report to the deputy superintendent of Student Support Services and counselors work closely with both sections. The district contracted with an outside firm, Gibson Consulting Group, to conduct an organizational study for the management of all student performance and other student information. The superintendent received a preliminary report and is reviewing the recommendations with the executive team. A comprehensive framework for all assessments in the district has been developed as it relates to interim and customized teacher assessments. |
| 44 | Develop and use a test-taking strategies guide. p.135 | In Progress | ($1,360) | $0 | $0 | Test-taking strategies are embedded in the scope and sequence for Language Arts/Reading curriculum. Through professional development, administrators, CIC, and in the fall of 2000, teachers received a training module called "Narrowing the Instructional Focus In TAAS." |
| 45 | Require schools to incorporate a technology section in their campus improvement plans. p.138 | Complete | $0 | $0 | $0 | All campus and department improvement plans have technology incorporated in all areas and technology is a major section in Vision 2005. |
| 46 | Establish a coordinated plan between the Division of Curriculum and School Support and the Instructional Technology Department to deliver curriculum and instructional services to students. p.139 | In Progress | $0 | $0 | $0 | The Curriculum and Instruction (C&I) directors, including an Instructional Technology Specialist, and Special Education, meet on a weekly basis to discuss campus staff development needs, issues that affect the schools, campus administrators and C&I department. Further, there are instructional technologists assigned in the areas of reading, math, science and social studies. The issues and solutions discussed at meetings are then disseminated to the rest of the C&I and Instructional Technology (IT) staff for action. The C&I staff provide staff development to elementary, middle and high school CICs using the trainer-of-trainer model to deliver instructional strategies that also address the integration of technology when applicable. The staff also meet with campus department chairs after hours once a month to address core curricular issues. A representative from the Instructional Technology department attends as needed. For 2001-02, professional development modules will address campus needs as reflected in The Role of the Teacher Matrix, including district standards, TEKS, best practices that include technology integration, student assessment and data analysis. |
| 47 | Enforce standards and procedures for the transmission of student health records. p.143 | Complete | $0 | $0 | $0 | SAISD continues to monitor the transmission of student health records through detailed end-of-the-year procedures and staff development sessions conducted by Management Information System/Student Transcripts. The district is reviewing the possibility in the future of computerizing health records with the ability to transfer them electronically. |
| Total - Chapter 2 | $2,850,526 | $36,845 | ($449,775) | |||
| Chapter 3: Community Involvement | ||||||
| 48 | Develop board-approved guidelines that encourage the active participation of COC members and clearly delineate a process for submitting recommendations to the board. p.154 | Complete | $0 | $0 | $0 | In April 2001, SAISD's board formally acknowledged the continuation of the Citizen Oversight Committee (COC) and made a commitment to San Antonio taxpayers that the COC would oversee the work of the newly approved $124 million bond program. A statement identifying COC participation is included in all bond construction items presented to the Board of Trustees for approval. COC recommendations are presented to the superintendent for consideration for placement on the board agenda. |
| 49 | Begin a series of community discussions with government bodies, the local workforce development board, higher education institutions and business and community organizations. p.155 | Complete | $0 | $0 | $0 | SAISD has formed collaborative partnerships with local universities, the workforce development board and other local area organizations to seek grant funding and offer special programs to our students. Examples of this are the Youth Opportunity Grant Project, the Burbank Cluster Alliance Schools and a SAISD/UTSA partnership school being planned as part of Vision 2005 and the newly approved bond program. |
| 50 | Develop a community involvement plan in conjunction with existing business and civic partners. p.157 | Complete | $0 | $0 | $0 | Community involvement is a primary area addressed in the Vision 2005 plan. For 2001, SAISD has improved upon its exemplary volunteer mentor program by implementing various recruiting strategies. Radio and television public service announcements, television tapings, articles in local business, military, college and community newspapers and newsletters are used to advertise the need for mentors. In addition, contacts and presentations with all chambers of commerce, Lions Clubs, Kiwanis Clubs, Optimist Clubs, religious organizations, various sororities and retiree organizations have been made. Some of the mentoring programs in the district have been recognized for their excellence at the National Mentoring Conference in Washington D.C. and by the local newspaper. SAISD will be a presenter at the 27th Annual Governor's Volunteer Leadership Conference in October. The strategies used to increase mentoring programs will also be used to recruit community, business and college partnerships. These partnerships will meet district needs such as a speaker's bureau, field trips, job shadowing, academic support and career days. |
| 51 | Establish regular meetings with the communications staff and the superintendent to facilitate a shared vision. p.159 | In Progress | $0 | $0 | $0 | A new Communications Director was hired April 2001. Regular meetings have been established. The department is presently undergoing reorganization and redefinition of roles and responsibilities. Under Vision 2005, a districtwide communications plan will be developed. |
| 52 | Create an ombudsman in the superintendent's office. p.164 | Complete | ($252,350) | ($45,000) | ($225,000) | While the district has not designated an ombudsman, the executive assistant to the superintendent serves as a primary contact for all incoming complaints or concerns. She directs calls to the appropriate people within the district and because of her direct reporting relationship to the superintendent, she is able to ensure that problems are handled in a timely manner. Area campus operations staff are initially responsible for student and parent appeals. The executive assistants for the deputy superintendents also assist with parent concerns appealed at the superintendent's level. |
| 53 | Implement quarterly public forums to allow members of the community to speak on issues affecting the school district. p.165 | Complete | $0 | $0 | $0 | While no formal policy has been developed, beginning with the development of the Vision 2005 five-year plan, periodic district-level community meetings have been held to both gain input on the development of the plan and to provide information on the details of the final plan. Increased parent and community involvement is an initiative of the plan which requires all schools to hold meetings at their campuses at various times during the school year. |
| Total - Chapter 3 | ($252,350) | ($45,000) | ($225,000) | |||
| Chapter 4: Personnel Management | ||||||
| 54 | Conduct criminal background checks on only new employees and redistribute the responsibilities of support staff members more evenly. p.174 | Rejected | $0 | $0 | $0 | The district believes it is imperative that they have complete and timely access to criminal history information for all viable candidates as this information helps the district determine if a candidate will be considered for employment. |
| 55 | Document current procedures used in the Human Resources Department and use this opportunity to reassess internal processes and make adjustments to improve efficiency. p.176 | Complete | $0 | $0 | $0 | Specific departmental procedures have been developed to ensure efficiency, consistency of implementation of guidelines and to facilitate communication. Procedures will continue to be developed as needed. |
| 56 | Develop an employee handbook for all SAISD employees and update annually. p.177 | In Progress | $0 | $0 | $0 | Handbooks already existed for Classified Employees and Substitutes. An individual has been designated to work on handbooks for the remaining categories of employees during the summer for dissemination at the beginning of the 2001-02 school year. All handbooks will then be reviewed and updated annually. |
| 57 | Develop and update job descriptions for each position in the district, standardize the format, and systematically review and update every three years. p.183 | In Progress | $0 | $0 | ($68,000) | The district is currently updating job descriptions as position vacancy announcements are developed. The Texas Association of School Boards (TASB) is completing its work on a districtwide compensation study, which will be followed by a scheduled plan for the revision of all job descriptions. The district is considering the purchase of software to assist in writing job descriptions. |
| 58 | Create and implement a personnel action form for all personnel changes. p.185 | Complete | $0 | $0 | $0 | Internal processes have been developed to effectively manage personnel changes, including forms that are used for approval and data entry. The process will be enhanced and changed once the position management system is implemented in December 2001. |
| 59 | Implement quality control measures in the Human Resources Department. p.186 | In Progress | $0 | $0 | $0 | Quality control measures have been implemented, but the district chose not to use the Region 20 solution. Instead, the Finance and Human Resources Departments are coordinating the implementation of a position control management system to be completed by December 2001. |
| 60 | Create a summary screen of employees' historical personnel data and eliminate the use of the district's service record card. p.188 | In Progress | $0 | $0 | $0 | Quality control measures have been implemented, but will be further enhanced with the new position management system. |
| 61 | Develop a formal recruitment plan with written procedures and an evaluation component. p.197 | Complete | $0 | $0 | $0 | A formal recruitment plan has been developed that will allow the Human Resources Department to evaluate recruitment efforts on an on-going basis. Additionally, the department is organized to support the three areas of the school district in an effort to enhance the level of support provided to the campuses. |
| 62 | Consolidate all employee personnel files and establish procedures for their maintenance and security. p.205 | In Progress | $0 | $0 | $0 | New procedures have been developed to ensure that personnel files are more readily accessible and to improve security measures. The district is also continuously striving to microfilm records so that they can be filed and stored centrally. |
| 63 | Create a system to track employee training and make the system accessible throughout the district. p.208 | In Progress | $0 | $0 | $0 | Currently, the responsibility for maintaining documentation related to staff development belongs to the individual campuses and the various departments in Curriculum & Instruction and Special Education. The former technology person was working on an Intranet-based solution that would advertise the staff development offerings and allow attendance to be tracked. Phase one, the posting of staff development on the Intranet, is complete, but with the departure of the individual who was working on this, the tracking phase has not been done. Human Resources works jointly with Staff Development to ensure that training related to certification requirements are documented and maintained. |
| Total - Chapter 4 | $0 | $0 | ($68,000) | |||
| Chapter 5: Facilities Use and Management | ||||||
| 64 | Combine the Plant Services and Construction Management Departments. p.215 | Complete | $581,220 | $116,244 | $581,220 | The two positions identified to be eliminated have been phased out by attrition during the 2000-01 school year. The two departments will continue to be managed separately until the conclusion of the construction program. |
| 65 | Hire an educational facilities planner and develop guidelines for developing educational specifications for each major construction project. p.219 | In Progress | ($316,135) | $0 | ($251,135) | This position is being proposed for school year 2001-02 and will be paid for completely out of the bond funds. The local budget will not be affected. |
| 66 | Establish a policy governing portable classrooms. p.224 | Complete | $0 | $0 | $0 | As part of the current bond construction program, the need for portable classrooms is being reduced as new permanent classroom additions are occupied. Barring unforeseen future changes in student enrollment patterns, it is expected that the use of portables will be minimal after 2005. |
| 67 | Compile and maintain an accurate space inventory for each school using a standardized process. p.225 | In Progress | $0 | $0 | $0 | A space inventory for each school has been compiled and is being updated every six months to reflect changes, but it does not contain the level of detail suggested by this recommendation. As part of the new bond project, the district will be hiring a facility planner that will be able to compile more detailed inventories. |
| 68 | Conduct a space utilization study of the district's support space. p.226 | Not Implemented | ($40,000) | $0 | ($40,000) | A study of the district's support facilities is planned when funding becomes available. |
| 69 | Assign responsibility for the activities outlined in the communication activities section of the construction management plan, particularly the measuring of success and the media relations. p.239 | Complete | $0 | $0 | ($224,000) | External communication responsibilities have recently been assigned to the Communication Department and will be funded by the bond program. The district is in the process of filling this newly created position that will be housed in Communications. |
| 70 | Eliminate two drafting positions. p.241 | Complete | $309,640 | $0 | $0 | Because of the upcoming new bond program, these two drafting positions have been reassigned to support the Construction Management Department. |
| 71 | Develop a standard design manual for all design teams that emphasizes consistency and standardization. p.242 | Complete | $0 | $0 | $0 | Design guidelines are available for use by design teams for consistency and standardization. |
| 72 | Establish a best practices ratio for assigning custodial staff. p.249 | Complete | $13,171,275 | $431,403 | $2,157,015 | SAISD uses MASBO CO/OP Basic Custodial Formula (MBCF) to determine custodial staffing that also uses other factors as well as building square footage to determine the staffing for custodians. This formula has proven to be a more accurate formula for school district operations. However, in analyzing current custodial staffing, 21 positions were eliminated during the 2000-01 school year due to changes in the use of school facilities as a result of school construction projects. The district used a midpoint salary of $16,000 plus 17 percent benefits to calculate the related savings. This reduction in staffing was accomplished through attrition. |
| 73 | Evaluate the change in custodial supervision and review the division of responsibilities among the parties. p.250 | Complete | $0 | $0 | $0 | The district evaluated the current procedures and found them to be satisfactory. Newly assigned principals are briefed on the procedures by the custodial supervisor assigned to the respective area. Although custodians are assigned to the principal's staff, area custodial supervisors are available to assist the principal with any issues regarding custodial duties. |
| 74 | Develop and implement a districtwide process for the storage and disposal of hazardous materials used in school science laboratories. p.251 | In Progress | $0 | $0 | ($1,250,000) | The district implemented a districtwide safety program and trained all science staff and campus instructional coordinators on the Texas Education Agency (TEA) Manual on Safety Standards K-12 to prevent any future accumulation of hazardous chemicals. In addition, a hazardous chemical inventory of every campus in the district has been conducted and the district is preparing to solicit bids to remove hazardous chemicals from 17 middle schools and eight high schools at a cost of $50,000 per campus. |
| 75 | Develop and implement a site-based energy management program. p.252 | In Progress | $700,000 | $0 | $0 | Plant Services has a district-level energy management program that is both conserving energy and allowing SAISD to maximize use of its buildings. All HVAC systems in the district are managed by a central computerized management system. Hours of building use are programmed into this computer. The HVAC system is turned on and off by this computer according to pre-set temperatures. A vacant position for Energy Monitor, at a salary lower than recommended, will be filled in the near future. District administrators said they are in the process of contacting the State Energy Conservation Office to assist campuses to create and monitor campus-level energy programs such as WATTEAM and Watt Watchers. |
| 76 | Prepare and adopt a land acquisition process that will maintain an inventory of sites for future expansion. p.255 | Complete | $0 | $0 | $0 | A process of land acquisition is currently being implemented to meet current and future needs. |
| 77 | Develop and implement a process for replacing equipment regularly. p.255 | In Progress | $0 | $0 | $0 | As GASB 34 is implemented, the district will begin to depreciate construction equipment and, where possible, to fund that depreciation and replace the equipment as funds become available. |
| Total - Chapter 5 | $14,406,000 | $547,647 | $973,100 | |||
| Chapter 6: Asset and Risk Management | ||||||
| 78 | Program SAISD's accounting software to calculate a single rate of return for all district investments, regardless of type (for example, money market, U.S. agency bonds) and maturity. p.265 | Not Implemented | $0 | $0 | $0 | Region 20's software was capable of producing these reports. The district is, however, using Texpool and TASB's investment services and other resources to compare investment performance. |
| 79 | Increase the dollar value at which items are recorded as fixed assets from $500 to $5,000 to match TEA's definition of fixed assets. p.269 | In Progress | $0 | $0 | $0 | The administration presented this recommendation to the board for consideration, but the board has been reluctant to implement a higher capitalization threshold because of recent media attention given to missing assets. The matter is still being considered. |
| 80 | Require principals and school-level staff to conduct physical inventories and the Fixed Assets Department to audit those inventories at all schools annually. p.271 | Complete | $0 | $0 | $0 | Beginning in fiscal 2001, all campuses and departments are required to conduct an annual self-evaluation. The first self-evaluation was completed in October 2000. The evaluations conducted at the high schools were verified by fixed assets staff. Technology staff verified middle school evaluations. Exit conferences were held with middle school principals to discuss results. High school principals received a written report. Starting in fiscal 2002, the finance area will do random evaluations to verify the accuracy of campus and departmental submissions. |
| 81 | Purchase bar code reading equipment. p.272 | In Progress | ($12,950) | $0 | $0 | The district reviewed bar coding software and equipment and found that the current fixed asset system is not compatible with bar coding software and equipment. Region 20 ESC is currently working on programming the system to integrate bar coding systems and to comply with GASB 34 requirements to depreciate assets. |
| 82 | Hold principals accountable for ensuring that identification tags are applied to assets placed in their schools. p.273 | In Progress | $0 | $0 | $0 | The districts current competitive bid will require vendors to affix identification tags on equipment and install security cables. The annual appraisal instrument will contain accountability benchmarks for fixed assets. |
| 83 | Create and implement an early return to work policy and related procedures. p.281 | Complete | $250,550 | $125,000 | $1,250,000 | Administrative procedures have been developed and are currently being implemented. Five months of implementation have resulted in $125,000 in savings. The Bonafide Job Offer Program, whereby the district sends a formal letter to employees offering them a position and agreeing to modifications to accommodate their medical condition, has also contributed toward the savings. The district projects annual savings of approximately $250,000. |
| 84 | Develop and implement a formal accident-prevention program. p.283 | In Progress | $321,620 | $0 | $0 | Currently, the staff of the Workers' Compensation Program monitors and takes corrective measures regarding accident causes. Periodic staff training is provided. |
| 85 | Eliminate one clerk position in the Employee Benefits and Risk Management Office. p.286 | Not Implemented | $124,605 | $0 | $0 | This position has been assigned additional duties in connection with the modified return to work program and the individual in the position has been cross-trained to assist in retirement processing. Nevertheless, the workers' compensation duties remain full-time. |
| Total - Chapter 6 | $683,825 | $125,000 | $1,250,000 | |||
| Chapter 7: Financial Management | ||||||
| 86 | Clearly define the roles and responsibilities of all positions in the newly restructured Financial Services Department, and eliminate five clerk positions. p.298 | Complete | $671,000 | $116,922 | $602,141 | Four clerk positions have been eliminated. This resulted in annual payroll cost savings of approximately $116,922 and related operational costs of $17,531. The district is also considering a future reorganization that would bring the controller under the associate superintendent for Finance. The controller would assume all accounting-related activities. Budget and Funds Management would continue to report separately. |
| 87 | Revise the format of the official budget document to include more relevant information for parents and the community. p.307 | Complete | $0 | $0 | $0 | The Vision 2005 and the budget process are integrated. The document reflects the integration of Vision 2005, explains changes in the budget from prior years and contains demographic information for the district. Each of the department's objectives and strategies are reflected in the document. Financial resources will be linked to Vision 2005. |
| 88 | Review all instructional budget allocation formulas annually. p.310 | Complete | $0 | $7,146,474 | $35,732,370 | Instructional and non-instructional allocation formulas were reviewed and compared against current staffing levels. As a result, in 2000-01, the district shifted some individuals from campus to campus and eliminated 142 positions including instructional guides, administrative assistants, counselors, teachers and visiting teachers. This critical step was necessary because of the district's declining enrollment. In past years, the district had not leveled staff once actual enrollment numbers were known. Consequently, the district was hiring and paying for staff that was not needed based upon current enrollment figures. As a result, the district has been able to rebuild its sorely depleted fund balance and restore financial stability to the district. |
| 89 | Distribute copies of all budget documents to the public and permit public input at work sessions. p.311 | Complete | ($15,000) | ($2,500) | ($12,500) | The current budget process allows the public to provide input. Region 20 ESC and the Finance Office are working to allow public and district staff to obtain budget status reports via the Internet. |
| 90 | Develop a five-year revenue model to manage the cash flow so that the district's fund balance will be increased to the minimum level recommended by the Texas Education Agency. p.314 | Complete | $0 | $0 | $0 | At the time of the review, SAISD's fund balance was dangerously low. According to financial records, the district's fund balance was $24 million below the optimum level recommended by TEA. As of August 2000, the district had increased the fund balance by $10 million, up to $42.5 million. Projections show the August 2001 fund balance will rise to $58.8 million or approximately $2 million above the optimum, thereby restoring financial stability to the district. |
| 91 | Monitor both expenditures and enrollments at detailed levels and report monthly to the board on expenditures and enrollment levels. p.316 | Complete | $0 | $0 | $0 | The Budget Office monitors monthly expenses and prepares reports for the board. This office now issues a budget status report by the 10th of each month for campuses and internal departments. |
| 92 | Increase controls over emergency purchase orders and hold principals and department heads accountable for any purchase that exceeds budgeted amounts. p.317 | Complete | $0 | $0 | $0 | The assistant superintendent for Finance began by monitoring all purchases in Spring 2000. He counseled with principals who were not following guidelines. As adherence to procedures improved, the Purchasing Department now prepares a report of any deviations and the area superintendents meet with the principals to counsel them. Principals that fail to adhere to procedures are now evaluated on their performance. A report of purchases made outside the guidelines is also provided to the deputy superintendent for Curriculum and Instruction. |
| 93 | Develop policies and procedures manuals for all offices in the Financial Services Department and place the manuals on the district's Intranet. p.320 | In Progress | $0 | $0 | $0 | The administrative procedures are currently under review. Human Resources is coordinating this review and has placed manuals on the Intranet. |
| 94 | Modify district policy so that only checks over $5,000 must have a personal signature. p.322 | Complete | $0 | $0 | $0 | Administrative procedures were changed to require a review and initials for checks $10,000 or more. |
| 95 | Complete the installation of the Kronos timekeeping system and eliminate paper shuffling related to attendance reporting and investigate using the system in each of the schools for purposes of timekeeping, security, as a keycard and as a smartcard. p.324 | In Progress | ($100,000) | $0 | $0 | The installation of Kronos was completed in the Transportation Department. Currently, the Transportation and Payroll departments are working towards the automation of payroll documents. This will allow the Transportation Department to use reports generated by Kronos as source documents to support payroll data entry. The system will be implemented in other departments. |
| 96 | Eliminate the check writing process at the school site and require all checks to be issued by the central office. p.328 | In Progress | $0 | $0 | $0 | The district is in the process of implementing Bank of America's purchasing card. Obstacles have been encountered due to Region 20's system and the bank's limitations on fields that will accept TEA's account code structure. This will eliminate the need for checks at the campuses. |
| 97 | Modify the district organizational structure so that the internal auditor reports to the audit committee of the Board of Trustees. p.334 | In Progress | $0 | $0 | $0 | The internal auditor reports directly to the superintendent with a dashed line of responsibility to the Board of Trustees. Formerly, the internal audit reports stopped at the superintendent. Now, the superintendent sends the reports to the board. The board and superintendent understand the value of the internal audit function and are working together to ensure the independence of the internal auditor and the integrity of the internal audit reports. |
| 98 | Improve the internal audit plan by incorporating risk assessments and a discussion of overall audit objectives. p.337 | Complete | $0 | $0 | $0 | On May 8, 2000, the board approved the audit program process for scheduled audits to be conducted during the year. Each audit program includes audit procedures and objectives. A separate area of the audit plan lists the scored risk assessments performed for 31 different areas of the district. The risk assessments determine the priority for the audits that will be undertaken for the year. Risk assessments have been performed annually for the past six years. |
| Total - Chapter 7 | $556,000 | $7,260,896 | $36,322,011 | |||
| Chapter 8: Purchasing and Contract Management | ||||||
| 99 | Purchase and use an automated purchasing system. p.347 | In Progress | ($50,180) | $0 | $0 | An automated system from eSchoolmall is under consideration. Staff is verifying and validating the system by calling school districts using and implementing the system. The $24,000 cost for the system in the first year is lower than the amount estimated by TSPR. The district plans to keep staff for the next one to two years, but the administration believes that eventual savings from staffing reductions will more than offset the cost of implementing the system. |
| 100 | Issue procurement cards for staff purchases from local vendors. p.349 | In Progress | $0 | $0 | $0 | The district is in the process of implementing Bank of America's purchasing card. Obstacles have been encountered due to Region 20 ESC's system and the bank's limitations on fields that will accept TEA's account code structure. But when all of these bugs are worked out, the district will be able to eliminate emergency checks at the campus level, paperwork will be reduced and controls over purchasing will be improved through built-in limits on cards. Further, the district believes the cards will also save money on travel expenditures since travel can then be booked over the Internet at discounted rates. |
| 101 | Select vendors based on quality of goods, costs and discounts given. p.353 | In Progress | $0 | $0 | $0 | The automated purchasing system from eSchoolmall includes a bid system that will allow the Purchasing Department to select vendors based on quality of goods, costs and discounts. |
| 102 | Require departments and schools to provide systematic, detailed justifications to the board as to why bid vendors are recommended. p.354 | Complete | $0 | $0 | $0 | Recommendation letters from department heads and principals offer in-depth, detailed information such as what is being purchased, why the purchase is being made, who will benefit from the purchase and how the purchase will be funded. |
| 103 | Eliminate the supply operations of the Purchasing and Textbook Warehouse. p.360 | In Progress | $1,525,279 | $0 | $0 | During the summer of 2000, the district phased out the office supply items carried in the warehouse. Campuses and departments can order office supplies from Office Depot via the Internet or a local vendor. Supplies are delivered directly to campuses and departments. The warehouse inventory was distributed to the campuses; therefore, the district did not realize any additional revenues as a result of this move. |
| 104 | Enforce take-home book policies and adopt new penalties to hold students and parents accountable for lost, stolen and damaged textbooks. p.366 | In Progress | $0 | $0 | $0 | A draft administrative policy regarding textbook manage-ment and accountability has been created. Approval of the policy will require input and suggestions from the Principal's Advisory Committee. |
| 105 | Develop an in-house training program on contract management for all department heads and other school personnel who are responsible for managing projects. p.368 | In Progress | $0 | $0 | $0 | The Finance Office plans to conduct training during three principal summits and high school cluster meetings that will be held during the summer of 2001. The Funds Management Office is available to district staff for individual training and assistance. |
| 106 | Establish a schedule for reviewing outsourcing opportunities using the component activities identified by this report, and assess whether there is a cost benefit to having a local vendor provide the service rather than the district. p.376 | In Progress | $0 | $0 | $0 | The district created a task force in the Spring of 2000 to look at possible outsourcing opportunities. The task force met with strong opposition and the initiative has been placed on hold. |
| Total - Chapter 8 | $1,475,099 | $0 | $0 | |||
| Chapter 9: Management Information Systems | ||||||
| 107 | Develop a set of formal, written performance measures to monitor the effectiveness and efficiency of services provided by the Technology Department. p.387 | Complete | $0 | $0 | $0 |
The following metrics were implemented during the period 6/15/00 to 3/1/01:
The HEAT System Manager's Console and Answer Wizard have been implemented and are being used by department heads to track predefined and custom metrics based on need. |
| 108 | Revive the Technology-User Committee and ensure that it meets on a regular basis. p.389 | Complete | $0 | $0 | $0 | The Long-Range Technology Committee completed its work for 1999-2000 and met in September 2000 to review a draft of the technology plan. Additionally, with the advent of the district's Vision 2005 plan, the committee will reconvene in August 2001 to develop an implementation plan for the approved enhancements. The district has also agreed to look into forming a user committee to participate in more day-to-day planning and training activities. |
| 109 | Formalize the process for determining which schools will be wired each year, what funding sources will be used and what the specific implementation timeframe for each school will be. p.393 | Complete | $0 | $0 | $0 | A schedule was developed by which all schools are being cabled with either bond funds or e-rate funds. The e-rate-funded schools will be completed by July 2001, and the bond-funded schools will be completed by 2003. The bond-funded schools will be cabled in the order in which the bond-funded program is implemented. |
| 110 | Define the roles of the Technology Department and the Finance Department in providing training to users on the financial systems and provide formal training on a regular basis. p.397 | Complete | $0 | $0 | $0 | MIS is now responsible for the technical training and Finance conducts training on the financial issues. MIS will continue to work closely with the Finance Department to assist with end-user training as needed. |
| 111 | Purchase software to allow teachers to record grade and attendance information on their classroom computers. p.398 | In Progress | $1,028,680 | $0 | $0 | The district's Vision 2005 Plan includes the Automated Data Management System Initiative, which includes student services. Implementation of grade book software was attempted by getting the necessary funding via a TIE grant, but the grant funds were not awarded. An electronic grade book will be included in the system specifications for student services. The initiative depends on the board's approval and the availability of funds. |
| 112 | Develop a training program to systematically train end-users in the use of data analysis tools developed by the SAISD Technology Department. p.401 | Complete | $0 | $0 | $0 | Active Quest (AQ) and GL Browser are prominently featured as quick links on the SAISD home page. MIS re-introduced the district-developed web applications during meetings held in August 2000. MIS also presented AQ features during the Leadership Development Academy. AQ presents aggregate information in electronic school profiles and graphs of membership and attendance without requiring subscriber password access; these features are used by hundreds of staff. MIS web applications have been designed so that users do not require training to make use of the applications. MIS also included an overview link for AQ to introduce users to the features. |
| 113 | Purchase software and incorporate student TAAS data reports per school into the existing ActiveQuest product. p.402 | Not Implemented | ($9,700) | $0 | $0 | Presently, central office testing staff prepare TAAS reports and distribute them to the campuses. The individual schools do not have technology support personnel on their campuses to program, run and modify customized reports. The schools report that the existing TAAS reports provide all the data that they need for evaluation purposes. The Curriculum Management System, a Vision 2005 initiative, will include the capability for teachers and campuses to analyze their own TAAS data in a variety of formats. |
| 114 | Provide training on the full reporting and management analysis capabilities of the HEAT and Seagate software products. p.407 | Complete | ($2,500) | $0 | ($13,200) | Two staff members have attended the week-long HEAT and Crystal reports training. SAISD was able to implement the HEAT administration modules for tracking metrics-Answer Wizard and Manager's Console. Answer Wizard is a query and reporting tool using Crystal reports that comes with 275 predefined reports and tracking tools for current and trend statistics. A few categories tracked are current status, call analysis, customer information and technician statistics. Manager's Console is a management tool used by the department to get current workload information in real-time to define metrics, set thresholds, see statuses on critical issues and set notifications when thresholds are crossed. The district currently tracks open calls, open calls by priority, call status by individual, system status, priority calls by call type, open calls by group and calls closed today by group. Adjustments are being made to the work order tracking process as time allows. The district administrators are establishing procedures and modifying processes to help accurately track and manage work orders for staff. |
| 115 | Stagger the hotline's hours of operation between 7:00 a.m. to 5:00 p.m. to allow for more coverage to receive customer calls. p.408 | Complete | $0 | $0 | $0 | Since the Technology Help Desk has recently been fully staffed, SAISD has adjusted the Help Desk hours to 7:30 a.m. - 4:30 p.m. The district has tested the call rates at the extended hours of 7:00 - 7:30 and 4:30 - 5:00 and received few calls, even when these pilot hours have been publicized. The new Help Desk hours cover the current operating hours of the district. Additionally, the new hours allow time for staff to enter work requests and follow up on pending items. |
| Total - Chapter 9 | $1,016,480 | $0 | ($13,200) | |||
| Chapter 10: Transportation | ||||||
| 116 | Reorganize the Transportation Department by creating one senior and two route supervisor positions, and eliminate the positions of the assistant director of Transportation, two route coordinators and three clerks. p.419 | Rejected | $248,805 | $0 | $0 | The district's review indicated that these positions have more responsibilities than are reflected in the report. For example, the positions are responsible for the development and maintenance of local and special education routes and for the routing of field trips. The department is in need of a floating field compliance supervisor to supervise both shifts in the field. This additional position could also allow for complete coverage for all of the operating hours of the department. This position is still under consideration. |
| 117 | Purchase a two-bay maintenance facility. p.422 | In Progress | ($250,000) | $0 | $0 | Lanier High School has a vehicle repair program with 23 bays. Day and evening students are available to maintain school buses as part of their instruction. Negotiations are underway to contract for service through the Lanier program, which could potentially provide savings to the district and real-life experience and income for the students in the program. |
| 118 | Hire two mechanics and one mechanic/apprentice. p.423 | In Progress | ($497,250) | $0 | $0 | If the cooperative program with the Lanier High School vehicle repair programs can be negotiated successfully, it will provide current mechanics additional time for other vehicles, thereby eliminating the need to hire additional staff. |
| 119 | Provide ASE certification training for all SAISD mechanics. p.424 | In Progress | ($2,900) | ($5,000) | ($25,000) | The department has been working on voluntary ASE testing for the mechanics for more than four years. The department has provided study material for each of the tests to all interested mechanics. In addition, as specialized training seminars are available, the department pays the fees for mechanics to attend the seminars. To strengthen the program, however, the district is revising the job description for new hires to include ASE certification as a requirement. |
| 120 | Institute a spare bus policy and sell excess buses based on the adopted policy. p.425 | Not Implemented | $22,000 | $0 | $0 | The district has not developed a policy and is currently using any excess buses that are not working for parts. |
| 121 | Use the computer-based route scheduling software for all routes. p.427 | In Progress | ($3,000) | $0 | $0 | The Transportation Department is in the process of implementing the ZEPCO Tracking System, which was purchased by the district some years ago, but not implemented. This system will allow the department to evaluate the cost effectiveness and efficiency of bus routes. Additionally, the department has issued a request for proposals (RFP) to update bus routing software so that it can be used for all routes. |
| 122 | Establish a 15 year bus replacement cycle. p.429 | Complete | ($535,000) | ($825,000) | ($4,125,000) | The department has developed a replacement plan. Through this plan, high maintenance and mileage vehicles were identified for replacement. This plan is highly contingent on the availability of funds. |
| 123 | Establish a police vehicle replacement policy. p.430 | In Progress | ($35,000) | ($129,000) | ($221,000) | The administration has recommended the purchase of eight patrol cars and three vans for approval by the board. The replacement plan calls for the evaluation of vehicle replacement on an annual basis in conjunction with the budget development process. An inventory list of vehicle age and mileage is maintained within the department. |
| 124 | Develop and implement a bus driver training program. p.432 | In Progress | ($2,250) | ($51,250) | ($256,250) | The department has submitted, as a fiscal 2002 budget enhancement, to add a position to develop the bus driver training program. Region 20 ESC is used as a source for bus driver certification and recertification, and other training needs. |
| 125 | Develop performance indicators to measure and monitor the performance of the district's transportation operations. p.434 | In Progress | $0 | $0 | $0 | The Transportation Department has reestablished the implementation of the ZEPCO Tracking system. This system will be able to provide cost efficiency data, bus idle time, run time and down time. This data and other data such as on service, incidents, accidents, maintenance and special programs will be used to monitor and evaluate performance. |
| 126 | Purchase electronic diagnostic tools. p.436 | Complete | ($2,750) | ($3,274) | ($3,274) | SAISD purchased the "ShopKey" electronic repair database. The department has determined that no other tools are necessary at this time. |
| 127 | Conduct a privatization feasibility study for the outsourcing of school transportation services. p.438 | Complete | $0 | ($450,000) | ($2,250,000) | The district has determined that current needs for additional routes will be obtained through an interlocal agreement with VIA. VIA has agreed to provide an additional 10 buses for the morning routes and 15 buses in the afternoon for an approximate cost increase of $450,000. This decision was based on the number of bus driver vacancies, insufficient bus driver pool to fill vacancies and other operational factors. |
| 128 | Outsource the maintenance of district police vehicles. p.439 | In Progress | $107,000 | $0 | $0 | The Transportation Department and Lanier High School are currently working on an agreement for vehicle repair services. This will allow the department mechanics more time for police vehicles. |
| Total - Chapter 10 | ($950,345) | ($1,463,524) | ($6,880,524) | |||
| Chapter 11: Food Service | ||||||
| 129 | Solicit bids from various vendors to determine the best value for an automated point-of-sale system. p.449 | In Progress | ($50,000) | $0 | $0 | A budget enhancement for 2001-02 has been requested to begin this project at a future date. |
| 130 | Develop and implement strategies to increase breakfast participation in all middle and high schools. p.454 | In Progress | $755,200 | ($223,640) | $531,560 | The current year breakfast participation decreased from prior years. The Food Service Department has initiated special menus to increase participation on low attendance days in the high schools and will add middle schools in 2001-02. During summer 2001, the district will meet with principals, students, parents and food managers to evaluate food presentation, menus, etc. The Food Service Department will continue to add new items to the promotional calendar. |
| 131 | Enforce federal regulations prohibiting competitive food sales during meal times. p.456 | In Progress | $0 | $0 | $0 | The Food Service Department will continue to monitor enforcement of federal regulations. The district has adopted a policy to restrict sales of high sodium and high acid foods of minimal or non-nutritional value. |
| 132 | Provide training on quantity food preparation and ordering for managers whose cafeterias run out of food choices. p.458 | Complete | $0 | $0 | $0 | Food Production record-keeping classes were mandatory for all managers (August and October 2000). Classes will continue on an annual basis. |
| 133 | Eliminate two full-time truck-driver helper positions employed by the Food Service Warehouse. p.463 | Rejected | $187,575 | $0 | $0 | A review of the driving and unloading of trucks was conducted and findings indicated that a helper was needed because drivers cross the path of children on a daily basis. If driver-helpers have a CDL license, they can assist with the driving and with additional duties in the Food Service Department. |
| 134 | Include Food Service Department representation on planning committees for school renovations. p.464 | Complete | $0 | $0 | $0 | Construction Management and the Food Services Department are working in conjunction on all projects. |
| 135 | Limit access to school kitchens to principals and Food Service personnel. p.464 | In Progress | $0 | $0 | $0 | Access to campus kitchens is being monitored through Food Service managers. This issue has been addressed with all principals. |
| 136 | Develop and implement a replacement plan for Food Service equipment. p.465 | In Progress | ($550,000) | ($500,000) | ($600,000) | The Food Service Department is currently replacing equipment by age of equipment and condition. In addition, the department is concurrently working with Construction Management on remodeling new kitchens. A plan is being developed to determine a timeline for replacement of Food Service equipment. |
| 137 | Contract for food service equipment repair. p.467 | In Progress | $0 | $0 | $0 | The Food Service Department has a maintenance foreman and three repair technicians for repairs of Food Service equipment. The staff is presently under the supervision of the Food Service Department. Repairs are contracted to outside services as needed. This has improved the process. The status of repairs is reviewed through weekly meetings with Food Service repair staff. |
| Total - Chapter 11 | $342,775 | ($723,640) | ($68,440) | |||
| Chapter 12: Safety and Security | ||||||
| 138 | Require each school to complete a security threat assessment of its campus and enforce better physical security measures. p.478 | Complete | $0 | $0 | $0 | A campus security assessment has been completed. Exterior doors and alarms have been checked and are secure. Additional motion sensors are scheduled to be installed. High school and middle school vault doors have been rekeyed. A summer safe storage procedure has been implemented in all schools. School security procedures, including a requirement for a campus-based security committee, is currently in final draft form. |
| 139 | Establish a districtwide badge system to promote greater security. p.480 | In Progress | ($35,698) | $0 | $0 | This recommendation is being evaluated in conjunction with the Campus Operations, Technology and Finance departments. ID software programs available for purchase are not compatible with the current district technology system. Currently, all schools follow established procedures for monitoring visitors to the campuses. |
| 140 | Develop and implement campus-level guidelines for alarm access codes. p.481 | Complete | $0 | $0 | $0 | The Change of Principalship procedure is in place for access code changes due to staff adjustments. In addition, this information will included in the Campus/Facilities Security procedure that is in draft form. |
| 141 | Reduce the number of school master keys in circulation and implement effective key control. p.482 | Complete | $0 | $0 | $0 | Police Chief approval is required on all requests for replacement of existing master keys. |
| 142 | Revise the common template for school emergency preparedness plans, require all schools to use the template, and require annual training in school-level crisis response, beyond regular fire drills. p.486 | Complete | $0 | $0 | $0 | The District Crisis Plan and standardized School Crisis Template were revised before the start of school in 2000. Police Department staff provide annual training to campuses and departments. |
| 143 | Seek grant funding for the anticipated cost of the new radios needed to take advantage of the new communication system being installed by the City of San Antonio. p.491 | In Progress | $0 | $0 | $0 | The district contacted the City of San Antonio and, as of May 7, 2001, the information is not available. The city pilot project is at least one year away from initiation. |
| 144 | Develop a comprehensive security plan and a police department strategic plan including performance and cost-efficiency measures. p.493 | Complete | $0 | $0 | $0 | The SAISD Police Department has established a departmental five-year plan, which is supportive of the District's Vision 2005 Plan and includes performance standards and cost efficiency measures. |
| 145 | Remove all weapons and ammunition from patrol cars that are not in service and store them properly in a secure arms room. p.494 | Complete | $0 | $0 | $0 | The SAISD Police Department has established a standardized checkout procedure when vehicles are placed out of service. |
| 146 | Hire three peace officers for extracurricular events and for regular patrols, and reduce overtime costs for school events. p.496 | In Progress | $138,572 | $0 | $0 | During the 2000-01 school year, the district received a grant for 10 additional officers and it intends to schedule existing officers to eliminate the need for overtime for extracurricular events. Unfortunately, five officers were hired, but seven officers resigned. The district anticipates hiring five additional officers by September 1, 2001. In the interim, overtime security needs are being evaluated and closely monitored for cost efficiency purposes. |
| 147 | Redeploy school-based peace officers annually based on demonstrated need. p.499 | Complete | $0 | $0 | $0 | The assignments of police officers are reviewed annually. Consideration is given to the individual and varying needs of the schools based on level (high, middle or elementary), student enrollment and local neighborhood issues. Campus security coverage is adjusted as needed for emergencies and other temporary conditions. |
| 148 | Revise the DARE program to target elementary school students, conduct annual program evaluations and, based on evaluation results, obtain grant funding to continue the program. p.501 | Complete | $936,000 | $225,264 | $1,126,320 | The DARE program has been discontinued in SAISD. Recent research conducted indicated that this program has not performed up to expected levels. |
| 149 | Provide additional training to principals on discipline management. p.505 | In Progress | $0 | ($450,000) | ($1,000,000) | One of the initiatives listed in Vision 2005 is to consistently implement a districtwide approach to discipline management and develop a climate of mutual respect for the rights of all persons. This training would not only be for principals, but for everyone in SAISD. The district is currently evaluating discipline management systems for purchase, and estimates are based on training every district employee. |
| 150 | Establish procedures to improve ADA and attendance rates. p.508 | Complete | $2,019,070 | $600,000 | $3,000,000 | The implementation of systemic initiatives has resulted in reversing the dwindling student attendance trend of the past. It is projected that the final ADA for 2000-01 will result in an increase of 1,000 students. For the 2000-01 school year, eight additional school attendance auditors were allocated to the campuses to assist in working with parents to ensure a reduction of the school dropout rate and the increase in student attendance. Americorps volunteers, City Year volunteers and other outside service organizations and agencies also provide services to reduce the dropout rate. The cost of $400,000 for the auditors, subtracted from the anticipated additional $1 million ADA, nets an annual savings of $600,000. |
| 151 | Enforce the dress code in all schools. p.510 | In Progress | $0 | $0 | $0 | During the 2000-01 school year, the superintendent discussed enforcement of school uniforms at Principals' Meetings. The superintendent stressed to principals that these standards are policy and must be enforced campuswide. Principals are now being held accountable through their performance evaluations for monitoring and enforcement of district policies. |
| 152 | Monitor more closely the dispensation of student cases resulting from Level III or IV code of conduct violations. p.514 | Complete | $0 | $0 | $0 | Last year, the Hearing Officers entered all Critical Incident Reports into a special database created for tracking purposes, but this proved to be burdensome. In its place, the Hearing Officers are now using an email-based procedure for acknowledging and documenting incidents so that documentation on cases, both those that result in a hearing and those that do not, is being maintained. The reports of actual hearings and dispensations are provided to the area superintendents for monitoring purposes. |
| 153 | Reassign the students, district-funded teacher and teacher assistant positions from the Salvation Army Center to area schools. p.515 | Complete | $0 | $0 | $0 | The Salvation Army Center classroom unit was closed January 2000. The students and staff were reassigned to other schools in the district. |
| 154 | Outsource the JDC program to a private company. p.516 | Rejected | $674,212 | $0 | $0 | The Juvenile Detention Center (JDC) serves students who are incarcerated as juveniles. JDCs are residential facilities and the students are not allowed to leave the facility to attend school. Classroom instruction must be provided at the JDC. Since the facility resides within the SAISD boundaries, the Texas Education Code dictates that the educational programs for all of the students are the responsibility of SAISD, regardless of where the student previously resided. Therefore, all students placed in the JDC are enrolled as SAISD students for both instruction and attendance reporting to the state. This program is being run efficiently and no changes are being implemented. For the 2000-01 school year, the expenses for the JDC were $585,940. For this same period, ADA revenue for student attendance was $601,200. |
| Total - Chapter 12 | $3,732,156 | $375,264 | $3,126,320 | |||
| TOTAL | $25,168,906 | $6,171,385 | $34,781,862 | |||