Specific, Measurable, Attainable, Relevant, Timely (Smart) Goals


• The Board has Specific, Measurable, Attainable, Relevant, Timely (SMART) goals.

• SMART goals identify key performance indicators that are used to gauge progress.

• The Superintendent develops and presents performance indicators to the Board.

• Recommended SMARTER goals (Evaluate & Reevaluate added) and indicators:

GOAL #1: Continuous Improvement of Student Achievement

• The Superintendent will immediately create and convene a Student Achievement Council (SAC) to direct the Continuous Improvement Process (CIP).

• The SAC will develop the CIP, based on the current RTI (response to intervention) model, that clearly portrays the responsibilities and accountability for integrating instruction, curriculum, assessment and learning across the district.

• The CIP will include the procedures and multiple methods to assess student achievement, and to identify deficits at the student, classroom, grade and district levels. The CIP will ensure that there is timely and appropriate intervention for deficits and recognition for achievement. (methods may include, but are not limited to, formerly-used indicators like graduation or dropout rates, standardized test scores, ISTEEP or RTI data, GATE assessment, CTE or AP enrollment)

• The Board will adopt policies and budgetary support for the activities of the SAC and the priorities identified in the CIP. The Board will ensure that expectations for facilitating student achievement are incorporated into district job descriptions and in evaluations of staff as appropriate.

• The Superintendent will implement administrative regulations to further clarify and support the CIP. The Superintendent will ensure that requisite communication, consultation, training and professional development are provided.

• The Superintendent’s Advisory Council, re-titled as the Customer Service Advisory Council (CSAC), will have a primary role in developing and monitoring the District’s Customer Service goal. The CSAC will design and implement a communication plan to promote the CIP and inform district staff and the community.

• Principals will ensure that the CIP is implemented in their building and within the classrooms they oversee. Principals will collectively develop a consolidated report to the Board that will measure student growth and achievement, based on the criteria set forth in the CIP.

• District staff will be accountable for ensuring student achievement at the level where they interact with students. The Superintendent will be responsible for aligning the accountability system, including the Board/District goals, assignments, job descriptions, formal evaluations, performance assessments, and as appropriate, other contracts (stipends, extra duty, extracurricular, grants, etc.).

GOAL #2: The Quality of District Facilities & Grounds will Reflect the High Quality of Instruction in our Classrooms.

• The Board will adopt needed policies, or provide direction to the Superintendent, to support a holistic perspective of district facilities. The district will recognize the importance of facilities as a whole and the interdependence of all the components.

• For the purposes of this goal, “facilities” means “services.” For this, and the other goals, the Superintendent will be responsible for any reorganization to ensure that the district structure is aligned to support the four primary goals of the district.

• An accurate, easily accessible, index of all district facilities and services, with contact information, will be on the district web site.

• Directors oversee all aspects of a specific service area. The Directors of Business Services, Student Services, Technology Services, and Maintenance & Transportation Services will develop and update a Continuous Service Plan (CSP) for their area. The CSP will address the delivery of service, compliance, training and reporting.

• In lieu of a Director, the Superintendent will fill that role and create the CSP. The Superintendent will create a CSP for Human Resources (aka employee services), Customer Services (see Goals #1 & #3), and Student Achievement (see Goal #1)

• Input from both internal and external customers will be incorporated into each CSP. The CSP will identify priorities, a timeline of actions to address those priorities, and cost estimates for budgeting purposes.

• The Director of Business Services will recommend to the Board, as part of the budget development process, a systematic method to make distinctions among funding sources for particular expenditures within the CSPs. Before the budget is adopted, the distinction between district-controlled accounts and building-controlled accounts will be made explicit, to clearly identify funding sources.

• The Superintendent will coordinate the CSPs. Annually, prior to the adoption of the budget for the following year, for the purpose of funding the district’s highest priorities, the Board will review the updated CSPs from each Director.

• The completion, or progress toward completion, of specific elements in each CSP will be used as a basis for assessing the performance of the Superintendent and Directors, as well as achievement of Goal #2. (elements may include former indicators like flood control and drainage, infrastructure and hardware for instructional technology, the disposition of Frontier School, etc.)

Goal #3: Customer Service will be Exemplary at All Schools and Departments

• The Superintendent’s Advisory Council, will be the Customer Service Advisory Council (CSAC), and have the primary role to develop and monitor this goal. In lieu of a Director, the Superintendent will empower CSAC to direct district efforts.

• CSAC will follow a process similar to that of the Board, to articulate the mission, vision and values relative to customer service. Also, CSAC will continuously monitor the district and community to assess the level of customer service.

• Effective communication is a two-way process, and will be the centerpiece of the district’s customer service initiative. CSAC will design and implement a communication plan to 1) actively solicit input and customer feedback, and 2) actively engage and inform district staff and the community.

• CSAC will create a CSP. The Council will engage representatives and experts, from the district and community to develop each component of CSP. The plan will include guidance related to essential policies, procedures, training and/or assessment.

• CSAC will imbed ideas from internal and external customers at every step in the developmental process. With this goal, more than any other, the activities, the buy-in, and the validation must come from the customer perspective.

• It is imperative that the Superintendent and CSAC involve patrons and customers in every facet of the customer service area. Local “bright spots” have a record of successful customer service, with a client base we share. We will emulate those local successes and incorporate best practices from the local business and service sectors.

• Assessment and reassessment of customer service must come from our customers. At various times, that point of view will be from students, parents, citizens or our own staff. We will employ surveys, or objective measures to assess customer service from each of those points of view.

• To make valid assessments, we first have to create and publicize our customer service goals. We will use a variety of tools to assess our efforts, including surveys, focus groups, listening sessions, exit interviews, and feedback through the media.

• The Board has a sincere desire to provide one-time and prospective increases to staff compensation. The Board will embrace proposals that link enhanced benefits, monetary or otherwise, with enhanced customer service.

• Part of the equation to support exemplary customer service is to eliminate services that are not valued by customers, in order to redeploy available resources. Part of the assessment of customer service will be to identify expendable services.

Goal #4: Excellence in Board Leadership

• The Board will continue to conduct an annual self-assessment. This year the Board identified five areas requiring Board leadership. During study and planning sessions the Board will evaluate the impact of their leadership regarding 1) the continued reduction in funding from the State of Arizona, 2) declining student enrollment, 3) academic achievement by students, 4) attracting and retaining high-quality staff, and 5) attending to the transition of a new superintendent.

• The Board is committed to the leadership roles identified for them in all district goals. The Board will continue to set the vision and direction for the district as indicated by this document. The Board will support the implementation of the required indicators by adopting policies, budgets and accountability measures to ensure continuous progress.

• Additionally, the Board will demonstrate leadership by effective communication with the community, by providing local and statewide advocacy on behalf of the district’s students, and by accepting feedback from the public to pass on for action by appropriate staff.

• Individually, each Board member will visit each school site at least once during the year, to demonstrate their support for the staff, and to familiarize themselves with the programs and issues at the building and classroom levels. Board members will demonstrate leadership by following district policies and procedures.

• The Board will demonstrate leadership and commitment to learning by attending one or more ASBA trainings for Board members annually.

• The Board will facilitate succession to the Board by newly elected members. Before the election, the Board will host or support one or more forums for the public, the Board, and candidates to interact. After the election, and prior to taking office, the Board will inform the newly elected members of PUSD expectations, host a local orientation session, and pay for them to attend an ASBA training opportunity.

• The Board will work with the Superintendent, concerned citizens and local media to provide more timely and accessible information regarding Board agendas. The Board will also make changes to the agenda-setting and decision-making process to provide as much clarity, advance notice, and supporting information as possible, before formal actions are taken.

• The Board will exert leadership toward accelerated achievement in early grades for kids in “the gap”, providing free access to full-day kindergarten, attracting and/or developing the best and brightest staff, providing new compensation for staff this year and restoring competitive salaries in the future, upgrading technology systems and working to reduce or eliminate athletic fees for students and parents.


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