Strategic Plan Inputs

Proposed Strategic Plan Goals Parent/Community Teacher/Administrator Input

Input Gathering Plan March 21 North Star Goals (overview) shared at Leadership Team Meeting and Input Gathering Plan Explained March 29 North Star Goals Shared with Administrators (in depth) at Instructional Conference

Input Gathering Plan April 1-30 Input Gathering by Buildings April 28 (12-1 PM) Community Input Session

Input Gathering Plan May 1-11 Input from Parents and Community Prepared for Board Review May 11 Input Shared with School Board May 12-24? Strategic Plan Meeting with School Board, KEA, Adm., Community May 25 / June 15 Strategic Plan Adopted by School Board

Input Gathering Plan Gather parent/community feedback Level#Total High Schools 15-20 45-60 Middle Schools 10-15 40-60 Elementary Schools 7-10 98-140 Use existing parent/community groups if available PTA/PTO Boosters (Academic, Music, Sports, etc.) Use existing events / meetings Parent Nights (Registration, Testing, AP/IB, Math, etc.) Navigation / Parent Conferences

Observations People appreciated the opportunity to provide input to the School Board. We received over250 responses. About half were from parents or community members and half were from educators (teachers, specialists, administrators) Topics like “annual growth” and “catch-up growth” are not familiar to the community, and to some extent are not familiar to our educators. Context is important; often, responders wanted to know what our baseline was before deciding whether or not a proposed goal was appropriate.

Highest Priority / Lowest Priority Highest Student Safety 3rd Grade Reading Graduation Rate Catch-up Growth Kinder Readiness Lowest 8th Algebra Adult Safety Kinder Readiness Grads Well-Prepared X/Co Curricular

Adopted for Community Input Goal Number 1 - Ninety percent of KSD students report that they feel safe at school on an annual KSD student safety survey.

Clear and Understandable?Goal #1 – Student Safety YES 201 84% NO 26 11% Maybe/Not Sure 12 5% TOTAL 239 100%

Attainable?Goal #1 – Student Safety YES 161 75% NO 10 5% Maybe/Not Sure 45 20% TOTAL 216 100%

High Priority? Goal #1 – Student Safety YES 205 92% NO 13 6% Maybe/Not Sure 6 2% TOTAL 224 100%

Goal #1 – Student Safety Sample Comments “I hope it would be attainable. I would like to see us strive for 100% of students feeling safe. (Highlands teacher) “There will never be a 100% return on a survey so 90% is probably reasonable.” (Community member) “Why not 100%? Every child should feel safe at school.” (Westgate teacher) “The District should strive for 100%. That’s your number 1 job.” (Hawthorne parent) “Very hard to quantify since feelings of safety are very subjective.” (Cottonwood parent) “How will an honest measure be taken. On any given day, students may feel differently.” (Elementary teacher and parent) “I think physical safety is easier to attain than emotional safety. I like the measurement tool of administering a student survey to rate results of this goal. That should reveal cases of emotional mistreatment.” (Desert Hills Parent)

Goal #1 – Student Safety Sample Comments “Safety should always be the top priority.” (Cascade teacher) “You can’t control the feelings of others, but I think it is possible to provide everything necessary to attain a safe atmosphere around the schools.” (Parent – MCP) “Goal should be higher 95%.” (Community member) “It's very hard to manage students interactions with each other.” (Elementary Teacher) “How students define safe will vary. This goal is subjective.” (KDC Teacher) “I guess we'll have to see how the kids report. More playground supervision might need to happen.” (Washington parent) “Our school leaders do a good job about trying to keep our school feel safe.” (Southgate teacher)

Highest Priority / Lowest Priority Goal #1 – Student Safety Highest Priority 143 Lowest Priority 9

Adopted for Community Input Goal Number 2 - The KSD incurs 40 or fewer reportable incidents annually and 45 or fewer accepted claims annually.

Clear and Understandable?Goal #2 - Adult Safety YES 146 69% NO 56 27% Maybe/Not Sure 11 4% TOTAL 211 100%

Attainable?Goal #2 - Adult Safety YES 100 57% NO 25 14% Maybe/Not Sure 51 29% TOTAL 176 100%

High Priority? Goal #2 - Adult Safety YES 98 60% NO 53 33% Maybe/Not Sure 12 7% TOTAL 163 100%

Goal #2 – Adult Safety Sample Comments “Teachers should be smart enough to take care of themselves. There are other things to focus on.” (Community member) “We don’t want incidents to not be reported just to make this goal.” (Highlands teacher) “Limiting costs is something we all must engage in to be effective.” (Community member) “We have taken appropriate measures to educate employees about safety.” (Cascade teacher) “If the goal is to cut the injury rate in half, it might be a lofty goal in one year’s time.” (Washington parent) “Doubtful, given the dynamic nature of the various buildings.” (Community member)

Goal #2 – Adult Safety Sample Comments “You cannot control people beyond offering safety training.” (Highlands parent) “It's attainable to keep employees safe but not at 100%. Can you offer some bonus or incentive to be safe?” (Cottonwood parent) “As a teacher, we are trained every year and still people get hurt doing things they were taught as unsafe. How do you teach common sense?” (KDC Teacher) “Who picked these numbers and why? Why not 5 or 113? Are we losing money by not meeting this goal?” (Park parent) “It would be tough to attain 50% reductions. Consider revising or have a graduated program achieving over x number of years. Are safety awards given? Focus of this goal should be for employee well being, not financial benefit of district. That is easier for employees to not care about.” (Desert Hills parent)

Highest Priority / Lowest PriorityGoal #2 - Adult Safety Highest Priority 8 Lowest Priority 80

Adopted for Community Input Goal Number 3 - Eighty percent of entering kindergarteners score 30 points or more on the Kennewick School District’s Kindergarten Readiness test.

Clear and Understandable?Goal #3 – Kindergarten Readiness YES 165 76% NO 45 21% Maybe/Not Sure 6 3% TOTAL 216 100%

Attainable? Goal #3 – Kindergarten Readiness YES 42 21% NO 90 45% Maybe/Not Sure 66 34% TOTAL 198 100%

High Priority?Goal #3 – Kindergarten Readiness YES 87 45% NO 79 41% Maybe/Not Sure 27 14% TOTAL 193 100%

Goal #3 – Kindergarten Readiness Sample Comments “Even with the KSD pre-school program, the socio-economic circumstance is too large.” (Community member) “Can we control this? Doesn’t this depend on the experience and background provided by the parents leading up to kindergarten? Can we realistically influence at that level before we even see them.” (Highlands teacher) “Your Ready for Kindergarten is excellent. Could Ready for Kindergarten work in churches to reach families? Or MCL programs?” (Community member) “We really can't control what kids learn at home before they come to us. Ready for Kindergarten is great but the parents who don’t want to teach their kids won’t.” (Washington teacher) “KSD has a very limited ability to control this.” (Community member) “Has the program “Ready! For Kindergarten” been shown to be effective in the district. Who is going to these programs? Does the data show that it has changed our test scores?” (Cottonwood teacher) “It probably could be if KSD provided preschool for all kindergarten students that would be entering.” (Southgate teacher)

Goal #3 – Kindergarten Readiness Sample Comments “The families you had to reach don't take advantage of programs already set in place unless you're going to do mandatory preschool which there's probably no budget for.” (Desert Hills parent) “But how? As an ex kindergarten teacher, I would almost bang my head against the wall trying to get parents to cooperate. It probably will not happen unless the district can change the parents. (Westgate teacher) “Let's deal in reality. Only 60% do now, even though our goal is 80%! Do we have enough funds to school 80% of our students before kindergarten?” (Park parent) “How are we going to get this to happen? Who is going to pay for it?” (Teacher) “If they can’t score 30 or more, do they stay home until they are ready?” (Cottonwood parent) “We cannot control pre-kindergarten learning.” (Highlands teacher) “I feel focus should be placed on what KSD can control and work on in K-12. I don't believe anything additional (READY is a good program) should be added for pre-k. (Westgate teacher)

Highest Priority / Lowest PriorityGoal #3 – Kindergarten Readiness Highest Priority 57 Lowest Priority 69

Adopted for Community Input Goal Number 4 - Ninety percent of third graders achieve a score of 200 (representing the 50th percentile) on the NWEA reading test in the spring of each school year.

Clear and Understandable?Goal #4 – 3rd Grade Reading YES 182 86% NO 26 12% Maybe/Not Sure 3 2% TOTAL 211 100%

Attainable? Goal #4 – 3rd Grade Reading YES 76 40% NO 64 34% Maybe/Not Sure 49 26% TOTAL 189 100%

High Priority?Goal #4 – 3rd Grade Reading YES 123 69% NO 38 21% Maybe/Not Sure 18 10% TOTAL 179 100%

Goal #4 – 90% of 3rd Graders at 50th % Sample Comments “With effective programs that are proven to help Bi-lingual and SPED kids, it might be attainable.” (Cottonwood teacher) “Again, reading skills are only attainable if parents are willing to do their part at home in assisting and challenging their children to read.” (Kamiakin parent) “This looks very ambitious especially with the trend in numbers of students learning English.” (Community member) “Should this third grade goal be based on one data point? Should we be setting sub-goals for Bi-lingual / LAS / WLPT students?” (Highlands administrator) Goal 3 and 4 go hand-in-hand. Getting Goal 3 on target will help this goal.” (Community member) “Depending upon the school and clientele . Change to 85% district wide-better reflects the societal norm of 13-17% of SPED per given population and factor in bilingual and the dynamics increase!” (Cottonwood teacher)

Goal #4 – 90% of 3rd Graders at 50th % Sample Comments “Yes, attainable with increased staff for RtI.” (Highlands parent) “But I am concerned that so much emphasis is placed on this goal that other things are being neglected.” (Highlands teacher) “If extra money/resources are available to schools with kids that are not on target to meet the goal.” (Teacher) “I'm not convinced the 3rd grade tests really reflect what students have achieved. I've heard concerns about regression in middle school but are we sure what is being done in 3rd grade is learning.” (Kamiakin teacher) “It has to be. I see kids who cannot read on grade level. If you cannot read this can effect you the rest of your life.” (Community member)

Goal #4 – 90% of 3rd Graders at 50th %

Highest Priority / Lowest PriorityGoal #4 – 3rd Grade Reading Highest Priority 88 Lowest Priority 24

Adopted for Community Input Goal Number 5 - The KSD is in the 75th percentile of all schools in achieving annual growth.

Clear and Understandable?Goal #5 – Annual Growth YES 128 62% NO 69 33% Maybe/Not Sure 10 5% TOTAL 207 100%

Attainable?Goal #5 – Annual Growth YES 70 41% NO 44 26% Maybe/Not Sure 56 33% TOTAL 170 100%

High Priority?Goal #5 – Annual Growth YES 84 53% NO 55 35% Maybe/Not Sure 19 12% TOTAL 158 100%

Goal #5 – 75th % - Student Growth Sample Comments “This goal is attainable. We need to focus on helping all students grow.” (Highlands teacher) “Lower achieving schools and students will continue to have difficulty meeting this goal.” (Community member) “Using doubles classes and extra testing to help those who are behind. That would be a lot of work for teachers. Make sure the parent is involved.” (Desert Hills parent) “I think it is reasonable for a school district like ours to expect to be in the 75th percentile if all districts measure annual growth the same.” (Cottonwood teacher) “Unless we can systemically come up with how to teach children affected by poverty; physical/sexual abuse; substance abuse, etc., I don't think it is attainable.” (Elementary parent) “How are the schools going to attain this goal if many of the students are not English-speaking? Wouldn't they have lower scores? Then the school doesn’t meet the 75%?” (Cottonwood parent)

Goal #5 – 75th % - Student Growth Sample Comments “Why 75% for us? How about the 2nd grader who tests out at an 11th grade MAP score? I'm sure he is going to 'look' like a failure for quite a long time! (Elementary teacher) “How is annual growth defined? If a student is already in a high percentile can he achieve growth?” (Desert Hills parent) “Are high academic achievers supposed to make the same amount of growth as second language learners or students who are academically behind?” ( Westgate teacher) “Certain schools at certain grade levels make the grade but not everyone? Not even an entire school is making this goal!!? Why do we keep making goals that we are not reaching? I'd like to feel successful about my job as a teacher--if I did as good or better than last year, I am successful. If I did worse, but I know why and am doing something about it, I am successful. But to never reach a goal seems ridiculous to me. We might as well make a goal about first graders building a working spaceship before going to second grade!” (Park Teacher)

Highest Priority / Lowest PriorityGoal #5 – Annual Growth Highest Priority 40 Lowest Priority 30

Adopted for Community Input Goal Number 6 - Seventy-five percent of students who are behind are caught up to state standard within three years.

Clear and Understandable?Goal #6 – Catch-Up Growth YES 163 72% NO 50 22% Maybe/Not Sure 13 6% TOTAL 226 100%

Attainable?Goal #6 – Catch-Up Growth YES 59 31% NO 74 38% Maybe/Not Sure 59 31% TOTAL 192 100%

High Priority? Goal #6 – Catch-Up Growth YES 103 62% NO 47 28% Maybe/Not Sure 16 10% TOTAL 166 100%

Goal #6 – Student Catch-up “It will likely be difficult & expensive but attainable if the necessary resources are available.” (Community member) “It depends on why the children are behind. Low IQ? No parent support? Lack of self-discipline? Poor personal motivation? Once again, are we trying to solve a social problem?” (Cascade teacher) “Where will additional funding come from to pay for catching these students up? Do test scores really indicate a student's contribution to society? How do we measure well-rounded individuals?” (Elementary parent) “As long as we focus on the reading goal and kindergarten readiness, I think it will fall into place.” (Washington teacher) “We need to broaden the curriculum with less emphasis on high stakes testing. Many of these tests aren't even tested themselves for validity/reliability. Why do we continue to think it's a good idea to base decisions on them?” (Elementary parent)

Goal #6 – Student Catch-up “When you consider SPED and English language learners, it is unrealistic to expect 75% to get caught up.” (Community member) “Within three years, where? Which schools? Where in the students education does this or is this measured? Starting when? This goal is poorly written. It needs to be more specific and measurable.” (Westgate teacher) “Depends a lot on student transitions in and out of district.” (Southgate teacher) “Courses we have identified as beneficial in reaching these students require funding. Reading 180, for example, has shown great success in raising students' reading skills. Yet the budget cuts make continuing to pay for the program and keeping these sections of smaller students a challenge. And none of these goals gives credence to the fact that some students lack motivation to take on the work necessary.” (Teacher)

Highest Priority / Lowest Priority Goal #6 – Catch-Up Growth Highest Priority 59 Lowest Priority 28

Adopted for Community Input Goal Number 7 - Seventy-five percent of eighth graders take math at the level of Algebra 1-2 or higher and earn a grade of C or better.

Clear and Understandable? 8th Algebra YES 174 83% NO 25 12% Maybe/Not Sure 10 5% TOTAL 209 100%

Attainable?8th Algebra YES 38 20% NO 100 52% Maybe/Not Sure 55 28% TOTAL 193 100%

High Priority?8th Algebra YES 56 33% NO 97 57% Maybe/Not Sure 17 10% TOTAL 170 100%

Goal #7 – 75% 8th in Algebra w/C or Higher Sample Comments “The main problem with this goal is that it is not taking into account that not all students are developmentally ready for that level of mathematics.” (Highlands teacher) “Not all students could or should be ready by the 8th grade, and 75% seems very high.” (Community member) “What is the big rush?” (Desert Hills parent) “May be too aggressive; 60% more be more attainable.” (Community member) “I think this is very difficult. If kids are already struggling in math how can you push them even further beyond their capabilities? I see this being a problem.” (Cottonwood parent) “I would not make a strategic goal based on grades. Use exams to show the truth.” (Community member)

Goal #7 – 75% 8th in Algebra w/C or Higher Sample Comments “If things change in elementary this goal is attainable. We need to see some real progress in helping students master elementary math first.” (Hawthorne parent) “It's unrealistic and pushing our students at a burn out pace.” (Kamiakin parent) “It is ridiculous! Does 75% of our work force use algebra in their jobs? If not…are they failures?” (Teacher) “I think certain schools will be more ready than others.” (Desert Hills parent) “I don't think enough emphasis is put on basic math skills to prepare students for advanced math prior to 8th grade.” (Hawthorne parent) “Why was C chosen? Based on what data? Why not hold middle school to a math RIT score like elementary has a reading RIT score goal (200)?” (Ridgeview teacher)

Highest Priority / Lowest Priority8th Algebra Highest Priority 24 Lowest Priority 94

Adopted for Community Input Goal Number 8 - The Kennewick School District will provide broad opportunities to its students in rich co-curricular programs and both competitive and non-competitive extra-curricular programs.

Clear and Understandable?Goal #8 - X/Co Curricular YES 131 65% NO 56 28% Maybe/Not Sure 14 7% TOTAL 201 100%

Attainable?Goal #8 - X/Co Curricular YES 104 61% NO 30 18% Maybe/Not Sure 37 21% TOTAL 171 100%

High Priority? Goal #8 - X/Co Curricular YES 103 61% NO 47 28% Maybe/Not Sure 20 11% TOTAL 170 100%

Goal #8 – Extra/Co Curricular Options Sample Comments “This goal does not seem to be measurable.” (Community member) “Priority should be on reading and math. Students are struggling.” (Highlands parent) “Although kids involved in these programs stay in school longer, funding them is difficult. Given the choice of academics versus extra-curricular, academics gets the nod.” (Community member) “This is very vague and open to interpretation.” (Washington parent) “State legislators are cutting our budget and funding. It would be nice, but the prospects are low.” (Highlands teacher)

Goal #8 – Extra/Co Curricular Options Sample Comments “Definitely incumbent upon KSD to provide these programs. Good to quantify the value since the expenditure is so high.” (Community member) “Think outside the box for activities. The majority of the money goes to a few sports and few students.” (Legacy) “Needs more clear verbiage. Broad..Rich..what do these mean?” (Community member) “‘Rich co-curricular programs' - not defined.” (Community member) “I think a lot of parents feel the same way that kids stay out of trouble when they have pride in extra curricular activities.” (Washington parent)

Highest Priority / Lowest Priority Goal #8 - X/Co Curricular Highest Priority 49 Lowest Priority 55

Adopted for Community Input Goal Number 9 - The Kennewick School District’s extended graduation rate is at least 90%.

Clear and Understandable?Goal #9 – 90% Extended Grad Rate YES 159 82% NO 26 13% Maybe/Not Sure 10 5% TOTAL 195 100%

Attainable?Goal #9 – 90% Extended Grad Rate YES 76 48% NO 40 25% Maybe/Not Sure 44 27% TOTAL 160 100%

High Priority?Goal #9 – 90% Extended Grad Rate YES 175 84% NO 23 11% Maybe/Not Sure 11 5% TOTAL 209 100%

Goal #9 – Extended Grad Rate at 90% Sample Comments “High priority. Impacts entire community on many levels. (Community Member) “This should be the goal of every teacher K-12 and parent when they start their child in school.” (Desert Hills parent) “I was really surprised at the on time graduation number. It should be higher overall.” (Community member) “Why not shoot for 100%” (Highlands teacher) “Our schools have the staff and programs in place to make this possible.” (Kamiakin parent) “How is the extended graduation rate determined? That can be a statistic game.” (Elementary teacher) “Ambitious goal. With the current percentile at 75% I think this goal may be unattainable. (MCP Parent)

Goal #9 – Extended Grad Rate at 90% Sample Comments “How exactly do you help a student who falls behind as a freshman in HS? Are there programs to help him catch up and give him hope? How can we prevent the discouragement that often precedes dropping out? (Desert Hills parent) “I do not think you should have a specific % - a goal to increase the current level would be more appropriate!!” (Teacher) “Speaking as one who graduated, how are students not graduating? The only answer I can think of is because of circumstances at home--which are largely out of the district's control.” (Park parent) “This needs to be a high priority for the good of each individual student and the good of our community.” (Southgate parent) “We must prepare our students to be able to compete on a global playing field.” (Kamiakin teacher) “Getting these students to graduate in 5 years is better than not graduating at all.” (Desert Hills parent)

Highest Priority / Lowest PriorityGoal #9 – 90% Extended Grad Rate Highest Priority 60 Lowest Priority 10

Adopted for Community Input Goal Number 10 - Eighty-five percent of students state that they are well-prepared for their declared post-secondary education, training, and work objectives.

Clear and Understandable?Goal #10 – Grads Well-Prepared YES 126 68% NO 49 26% Maybe/Not Sure 11 6% TOTAL 186 100%

Attainable?Goal #10 – Grads Well-Prepared YES 62 45% NO 27 20% Maybe/Not Sure 49 35% TOTAL 138 100%

High Priority?Goal #10 – Grads Well-Prepared YES 82 57% NO 51 35% Maybe/Not Sure 12 8% TOTAL 145 100%

Goal #10 – Graduates “Well-Prepared” Sample Comments “Not reliable goal. It is asking students to determine this. Not quantifiable or measurable. Too subjective.” (Community member) “Even after high school goals change. Students don't really know if they are prepared until they take 'the next step'. Most 18 year olds think they are MORE than prepared and of course are going to tell us they are.” (Southridge teacher) “I highly doubt that many 18 year-olds have any idea if they are prepared (when) graduating high school.” (Community member) “There are tools in place through the ‘Tribe’ at Kamiakin High school and at other schools which if properly utilized should ascertain if the goal is met.” (Desert Hills parent) “I am not sure kids really know whether or not they are prepared for post high school until they actually experience it.” (Community member)

Goal #10 – Graduates “Well-Prepared” Sample Comments “I think it’s a great idea but the criteria for meeting the goal is weak.” (Washington parent) “Kids lie. The definition is too broad for students. What one student thinks is successful and ready could mean something different to another.” (Community member) “It doesn't matter what they state. Let's determine whether or not they actually are. Perhaps measure success (4-8 yrs) past graduation.” (Legacy teacher) “Does this mean they will be prepared or will simply state that they are prepared?” (Cottonwood teacher) “Each student is going to have a different standard for this.” (Westgate teacher) “I will prep my Tribe students to answer this question correctly.” (Kamiakin teacher)

Highest Priority / Lowest PriorityGoal #10 – Grads Well-Prepared Highest Priority 35 Lowest Priority 57

Adopted for Community Input Goal Number 11 - The KSD’s unreserved, undesignated fund balance is at least 5% of total budget.

Clear and Understandable?Goal #11 - Fund Balance YES 158 86% NO 18 10% Maybe/Not Sure 8 4% TOTAL 184 100%

Attainable?Goal #11 - Fund Balance YES 102 71% NO 6 4% Maybe/Not Sure 36 25% TOTAL 144 100%

High Priority?Goal #11 - Fund Balance YES 103 72% NO 23 16% Maybe/Not Sure 17 12% TOTAL 143 100%

Goal #11 – Unreserved, Undesignated Fund Balance at 5% Sample Comments “Seems like a challenge goal. Economic environment is so tight, will those funds negatively impact operations or appear to?” (Community member) “It seems difficult. Is it necessary or could that 1% be spent another way?” (Washington parent) “Unlikely, given current economic climate and government cuts for education.” (Teacher) “With budget cuts and state funding being reduced, I don’t see this as possible with the other goals needing more funds to improve learning. (Community member)

Goal #11 – Unreserved, Undesignated Fund Balance at 5% Sample Comments “This affects students but it is a goal not specific to students. It is a high priority but a different type of goal.” (KDC teacher) “We still haven't been hit as badly as other areas. KSD continues to grow and I believe KSD has planned well.” (Hawthorne parent) “Where would the money come from?” (Community member) “Due to budget cuts do you really think we could do this?” (Westgate teacher) “Our funding needs to be flexible to meet the needs of our students, staff and district year to year. Do not put a # on this plan.” (Teacher)

Highest Priority / Lowest PriorityGoal #11 - Fund Balance Highest Priority 37 Lowest Priority 40

Overall Highest Priority Student Safety 143 3rd Grade Reading 88 Graduation Rate 60 Catch-up Growth 59 Kinder Readiness 57 X/Co Curricular 49 Annual Growth 40 Fund Balance 37 Grads Well-Prepared 35 8th Grade Algebra 24 Adult Safety 8

Overall Lowest Priority 8th Algebra 94 Adult Safety 80 Kinder Readiness 69 Grads Well-Prepared 57 X/Co Curricular 55 Fund Balance 40 Annual Growth 30 Catch-up Growth 28 3rd Reading 24 Graduation Rate 22 Student Safety 9

Other Goal Areas to Consider Health and Fitness Parental involvement. Engaging Hispanic and/or bi-lingual parents. Reducing class sizes. Improving teacher quality. Additional opportunities for gifted students, especially at middle school. Opportunities for top quartile students. Increasing technology access. Character education / Positive human relationships 3rd Grade Math Goal Job Shadowing Fewer goals / sharper focus. Fewer interruptions to daily schedule Nine intelligences

Clear and Understandable YES NO Unsure Student Safety 84% 11% 5% Adult Safety 69% 27% 4% Kinder Readiness 76% 21% 3% 3rd Grade Reading 86% 12% 2% Annual Growth 62% 33% 5% Catch-up Growth 72% 22% 6% 8th Grade Algebra 83% 12% 5% X/Co Curricular 65% 28% 7% Graduation Rate 82% 13% 5% Grads Well-Prepared 68% 26% 6% Fund Balance 86% 10% 4%

Attainable YES NO Unsure Student Safety 75% 5% 20% Adult Safety 57% 14% 29% Kinder Readiness 21% 45% 34% 3rd Grade Reading 40% 34% 26% Annual Growth 62% 33% 5% Catch-up Growth 31% 38% 31% 8th Grade Algebra 20% 52% 28% X/Co Curricular 61% 18% 21% Graduation Rate 48% 25% 27% Grads Well-Prepared 45% 20% 35% Fund Balance 71% 4% 25%

High Priority YES NO Unsure Student Safety 92% 6% 2% Adult Safety 60% 33% 7% Kinder Readiness 45% 41% 14% 3rd Grade Reading 69% 21% 10% Annual Growth 53% 35% 12% Catch-up Growth 62% 28% 10% 8th Grade Algebra 33% 57% 10% X/Co Curricular 61% 28% 11% Graduation Rate 84% 11% 5% Grads Well-Prepared 57% 35% 8% Fund Balance 72% 16% 12%

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