|
|
What Guides Our Schools
Vision
Goals and Highlights
of Accomplishments
What Students are Expected
to Learn
Examples of Standards
Educational Standards
How Do We Know if We
Are Meeting the Standards
Year Round Education
Community Growth and
Expansion
Sources of Money
Distribution of Funds
School Size and Enrollments
Demographics
Governing Board
What Guides Our Schools: Vision and Goals
The Governing Board of the Travis Unified School District shares
a mutual interest with parents in striving to provide the best educational
opportunities for students. To underscore that commitment on the
part of the board and all of the staff as well as parents and community
members, a vision has been adopted and goals established. Progress
towards meeting those goals in 1999-2000 is highlighted on page
2.
Vision
Travis Unified School District is a united community of adults
and youth…
- Collaborating to practice moral and ethical behavior;
- Mentoring democratic processes;
- Nurturing responsibility;
- Fostering individual growth;
- Inspiring productivity;
- Promoting life long learning;
- Documenting knowledge.
[adopted in 1997]
- ...to build a community of learners
top of page
Goals and Highlights of Accomplishments 1999-2000
"This year has been extremely productive…I am proud of
what we have accomplished. "Superintendent Cottingim credits
her administrative team with the successful completion of much of
the actual "hands on" work. "The list below represents
just snippets from an extensive list of accomplishments," she
emphasized. Complete copies of the accomplishments are available
from Dr. Cottingim's office.
Continue to focus upon instructional excellence
to increase achievement for every student
- expanded school to career programs such as an additional Regional
Occupation Program computer repair class and Cisco Network Academy
- instituted supplementary programs for at risk students
- implemented a standards based system of instruction including
the revamping of summer school (see articles, page 3) coupled
with a broadened system of assessment and explicitly stated expectations
for student learning and performance
- extended the professional development program for teachers with
special attention on beginning teachers through the establishment
of the Beginning Teacher Support Academy
- developed the concept of a visual and performing arts academy
and a community day school for troubled students and an education
center for students on alternative learning tracks.
top of page
Ensure a safe and productive environment
- aligned school safety plans with law enforcement agencies and
Travis Air Force Base security
- implemented the technology plan through the installation of
a district area network, email accounts for high school teachers,
wiring almost all of the schools for Internet access, and creation
of a web page.
Continue to enhance constructive communication
within and outside of the school community
- participated actively in numerous community agencies, organizations
and with all of the various school groups to open the lines of
communication
- held regular meetings with student and parent advisory committees
and visited schools frequently
- updated the website with information about the district and
schools to make it user friendly and interactive - a very valuable
tool, especially for incoming Air Force personnel.
Enhance, create, and modernize facilities
that support lifelong educational
programs
- opened Travis Education Center (formerly North Campus), the
state of the art facility dedicated to meeting the needs of students
who prosper from an alternative instructional system.
- created a master plan for the Dobe-Markley-DeRonde complex
- implemented the facilities master plan and acquired funding
for modernization projects at Center and Scandia schools (see
facilities article, page 5)
Continue fiscally responsible decisions
while maintaining the collaborative budget process
- successfully negotiated employee contracts within budget constraints
- focused budget development and decision making on student achievement
- instituted checks and balances for purchases and budget management.
"This year has been extremely productive…I am proud of
what we have accomplished", reports Superintendent Jacki Cottingim.
"Overall as a total team, we have significantly increased
the quality and quantity of the communication within the district
as a whole and with our larger community".
Superintendent Jacki Cottingim.
top of page
|
|
What
Students are Expected to Learn
They come in all shades of the rainbow as well as the hottest new
colors for spring and summer; they are slim and trim; bright, cheery
faces adorn the covers. They are Travis Unified School District's
published educational standards, written for parents and guardians
and available to the entire community.
What are students expected to learn in school today? The "answers"
are summarized in these attractive, handy brochures in all subjects
for grades K-8.
"The information is intended to provide parents with the knowledge
and understanding of TUSD'S core curriculum and academic standards,"
explained Assistant Superintendent Kathleen Bond. "The standards
are sequential and build upon what students are expected to learn
beginning in kindergarten."
Every school district is required to adopt academic standards.
It has been on the top of the national and state agendas for education
for many years. According to the State Board of Education, California
is going beyond reform. For the first time, the state has explicitly
spelled out the content that students need to acquire at each grade
level from kindergarten to grade 12.
The state standards are rigorous and set the stage for the development
and adoption of local school district standards and specific curricular
and instructional strategies that best deliver the content to students.
The state goal is to align the state test, curriculum guides, instructional
materials, professional development of teachers and pre-service
education to the standards. The adoption of these standards at the
state and local levels are viewed as the signal event that begins
the "rising tide of excellence" in our schools and represents
the commitment to excellence for all students by this generation
of educators.
"Parents are important and together we make a difference,"
states Superintendent Jacki Cottingim.
Examples of Standards in Travis Unified...
Math / Algebra
Kindergarten: Students sort and classify objects
Grade 8: Students graph a linear equation
(sample: 2x+6y=4)
English/ Language Arts/ Writing
Grade 1: Students write clear and coherent sentences and
paragraphs that develop a central idea.
Grade 7: Students write narrative, expository, persuasive
and descriptive text of at least 500-700 words in each genre.
Science/ Physical Science
Grade 2: Students describe the motion of objects through
observation and measurement.
Grade 6: Students perform investigations on heat and energy
.
History/ Social Science
Grade 3: Students demonstrate basic economic reasoning skills
and an understanding of the economy of the local region.
Grade 5: Students explain the causes and understand the
consequences of the American Revolution
Speaking
Grade 4: Students deliver brief recitations and oral presentations
about familiar experiences or interests
|
|
top of page
|
|
Educational Standards
A state law passed in 1998 has changed the face of summer school.
The law requires school districts to offer direct, systematic, and
intensive supplemental instruction to pupils enrolled in grades
2-9 who have been retained, or to pupils in grades 2-6 recommended
for retention, or at risk of retention, or with low state test scores
in mathematics, reading, or written expression. Summer school is
one of the avenues for providing this instruction. Funding is also
part of the package.
Intersession 2000 in Travis Unified School District features a
revitalized, standards based curriculum and new scheduling, according
to Kathleen Bond, Assistant Superintendent. "We believe this
will benefit students and attract quality staff," she said.
"It will bring us one step closer to alignment with a more
accountable system for improved student performance," she added.
Courses will be linked to the English language arts and math standards
and individualized in areas where students need to demonstrate proficiency.
"What is really exciting is the new approach to scheduling,"
said Ms. Bond. Phase one operated from June 14 to July 7; Phase
two, offered from July 31 to August 18, is aimed at preparing students
for the coming school year which starts August 28.
Hello Intersession, Goodbye Summer School!
|
|
top of page
|
|
How
Do We Know If Students Are Meeting Standards?
Student progress toward achieving the standards is measured using
a variety of assessments. State tests, classroom tests, projects,
homework, teacher observation, participation in class are all indicators
of student performance. Together they make up the profile for each
student.
The Public Schools Accountability Act requires that the state compare
growth and improvement in school's academic performance, reward
schools that meet performance goals, and intervene in those that
fall short. Using the Academic Performance Index [API], the state
will be able to determine in future years how well schools are doing
based on a number of factors. Currently, the only data being assessed
are the state test results (Stanford Achievement Test-SAT 9)
top of page
|
|
|
Year
Round Education at Foxboro
"Where Learning Never Stops"
When Foxboro opens for the 2000-01 school year on August 28, students
will begin a new experience. Foxboro students will be on a different
schedule than their peers at other schools. They will attend school
for 175 days but for a longer school day than traditional school
students who attend 180 days. The district has adopted the 60-20
plan, 60 days of school followed by 20 days off. This translates
into three 4 week vacations. The two week winter vacation remains
in place along with all of the other holidays such as Thanksgiving.
Teachers have a choice to teach the standard year or to add another
track.
"This schedule enables us to maximize the use of the school
building 242 days a year as opposed to the traditional 180"
said Superintendent Jacki Cottingim. She noted that continuous learning
is not a new concept and has been in existence since 1904. California
has 1542 schools operating year round out of 2880 nationwide.
In addition to citing the cost effectiveness of year round education,more
students can be accommodated without the expensive additions of
permanent classrooms or whole new schools. Superintendent Cottingim
ticks off the numerous educational advantages:
- shorter breaks can aid student learning by reducing the need
for review.
- attendance improves for students and staff due to less burnout
and stress that may accompany the long stretches without a break.
- off season vacations give families more options for travel (less
demand, fewer crowds, less cost) broadening students' horizons
- discipline problems diminish because students are not crowded;
supervision is easier both in the classroom and on the school
grounds.
- student performance improves according to recent extensive research.
- curriculum content and teaching strategies will be updated regularly
to ensure coordination with the schedule.
|
|
top of page
|
|
Growth
in the Community spurs School Building and Renovation
The community served by the Travis Unified School District has
been growing and will continue to experience significant growth
in the foreseeable future. Travis Air Force Base is building 228
single family homes near Center Elementary School. These homes are
expected to generate 127 students, grades K-12. In addition to this
expansion of housing, another 700+ homes are in various stages of
planning both on the base and in Vacaville and Fairfield communities
served by TUSD.
"Off base developments are required to pay impact fees to
help fund services including schools," said Assistant Superintendent
William Taylor. "Housing built on federally owned land carries
no such requirement, therefore we have applied for federal and state
funding to assist with building and renovation needs," he explained.
Since approximately 47% of the students either live on base or
are military dependents, Mr. Taylor expressed hope that the federal
government will commit to its fair share of the costs. The Travis
Unified School District Governing Board is active at state and federal
levels, constantly lobbying legislators for funds to offset the
impact of federally connected students. (No taxes of any kind are
collected on federally owned property). "We trust this will
make a difference," said Board President Mary Flurey.
A master plan for school facilities was completed in 1997. The
following includes renovation needs related to air conditioning,
electrical, compliance with American Disabilities Act as well as
other site improvements:
- Cambridge Elementary $1.1 million
- Center Elementary $4 million
- Foxboro Elementary $137,000 opened in 1993 and is maximizing
the use of its facilities by introducing year round education
in 2000-2001 (see article page 4)
- Scandia Elementary $3.1 million
- Travis Elementary $200,000 (rehabilitation of this school was
completed in 1995)
- Golden West Middle $5.2 million
- Vanden High $14.4 million
note: these are 1997 dollars with no adjustment for inflation.
The total need is estimated at $20.4 million between 2000-2005.
top of page
A major modernization project phased in over 3 years gets underway
this summer at Vanden High School and Golden West Middle School.
"We have created a master plan for the Dobe-Markley-DeRonde
complex that encompasses the three current schools and the district
administration, blending them together into a cohesive whole,"
said Superintendent Jacki Cottingim. She noted that the development
of this master plan creates opportunities for adults and community
to utilize our facilities and for families to share quality time
for learning and recreation.
The district administration building is located between the two
schools. In addition to interior modernization, new buildings will
house band/choir at Golden West, classrooms at both schools, and
a library and multimedia center at Vanden. The project includes
extensive landscaping including new trees and green space spread
throughout the three phases.
Funding for modernization and new schools comes from several sources.
A Mello Roos Community Facilities District was formed in 1992 to
cover most of the new growth in Vacaville; bonds will be paid off
in 2027; the funds to finance capital needs and services are generated
from a tax approved by the landowners of the specific Mello Roos
district; state matching funds and federal funds related to base
construction have also been tapped. The latter, however, have been
few and far between. The last significant chunk of federal funds
was received in 1994-95 [$3 million].
As to the future, the district recently submitted a request for
funding to the federal government detailing the specific needs related
to the anticipated growth. Applications have been filed with the
state which could generate close to $9 million if funds become available.
In the next 4 years a new elementary school will be needed, estimated
to cost $10 million. Another Mello Roos Community Facilities District
has been approved in an area of future development in Fairfield,
but no bonds have been issued.
"A great deal of time has been spent in planning for our children's
future. The amount of work and visioning cannot be overstated".
Jacki Cottingim, Superintendent.
|
|
top of page
|
|
Sources
of Money for Schools State Wide
Where the Money Comes From and Where It Goes
Every summer California's governor and legislature decide how much
money public school districts will receive and how they will get
it. The current system for funding K-12 education has been in place
for more than 25 years and is based on complex formulas with allocations
that can vary widely among school districts.
Travis Unified District Percents
- Federal funding 9% 15% includes Federal impact aid
- State taxes: business, corporate and personal income taxes,
sales taxes and some special taxes 58% 64%
- Local property taxes: the legislature and governor decide how
much property tax money to allocate to schools 24% 19%
- Miscellaneous: commercial and/or residential construction fees,special
elections, interest on investments, cafeterias,
- Contributions 7% 2%
Source: California State Department of Education/Travis Unified
School District
|
|
top of page
|
|
Distribution of Funds for K-12 Education
About 55% of total funding is for general purposes and about 45%
is earmarked for categorical programs such as gifted and talented,
physically challenged. The proportion of the special purpose funding
has increased steadily in recent years. The amount of money for
each school district depends on the average number of students who
attended school during the year (average daily attendance), the
amount of money the district is allowed for each student (called
the revenue limit) and special support earmarked for particular
purposes (called categorical aid).
Revenue limits which provide the bulk of state funds were set in
1972 based on what districts were spending at the time on general
education, augmented annually for inflation. Only the state legislature
and governor can increase the revenue limit amount since it was
the result of a court case that attempted to equalize the amount
of money available per child statewide. The only general education
taxes that a school district can impose are voter approved parcel
taxes. Proceeds from voter approved bonds and assessment districts
can only be used for major building and renovation.
School boards used to have some control over property tax revenues
(the local source of funds). But now, decisions about how much money
to allocate to education, and how to do it, are in the hands of
the governor and legislators.
Their decisions must be made within the constitutional requirements
of Proposition 13, (the property tax initiative of 1978) and Proposition
98, the funding guarantee for kindergarten through community college
education.
The money is accompanied by state and federal laws, rules, regulations,
court decisions. These along with all local collective bargaining
agreements with employee groups all affect school district spending
decisions.
School district budgets are modified several times in the school
year to reflect changes in income and expenditures.By law, budgets
must be balanced and must be approved by the governing board prior
to June 30 even though the state budget has not yet been acted upon
by the legislature and the governor. (the state deadline is June
30) Further complicating budget planning is pending action on education
bills in the legislature which is not concluded until the end of
the session in September.
The 2000-2001 budget was adopted by the governing board on June
27, 2000. At this time, the total is estimated at $31,726,651. Around
80% of the expenditures are ear marked for salaries and benefits.
|
|
top of page
|
|
School Size and Enrollment
Elementary 1999-00
|
School
|
Year Built
|
Acres
|
Enrollment
|
Optimum
Capacity
|
|
Cambridge
|
1983
|
7.8
|
597
|
574
|
|
Center
|
1958
|
9
|
465
|
470
|
|
Foxboro
|
1993
|
10
|
770
|
720
|
|
Scandia
|
1974
|
7
|
470
|
455
|
|
Travis
|
1955
|
9
|
571
|
552
|
|
|
|
|
|
|
Golden West
|
1963
|
25
|
850
|
850
|
|
|
|
|
|
|
Vanden
|
1965
|
47
|
1386
|
1194
|
|
North campus
|
1970
|
1.3
|
31
|
69
|
|
T.E.C.
|
1999
|
3
|
65
|
100
|
|
Community Day School
|
2000
|
1.3
|
8
|
15
|
North Campus was closed 1/00
T.E.C. Travis Education Center (Continuation High School)
Note: Optimum capacity is based on single use of classrooms; rooms,
availability of rooms for special purposes, and traditional calendar.
|
|
top of page
|
Demographics
Travis Unified School district is a unique district serving student
populations from three communities: Vacaville-47%, Travis AFB-34%,
Fairfield-8%. Interdistrict transfer students (those who live out-side
the attendance area) accounted for 11% of the total enrollment of
5140 in 1999-2000. The community of students is culturally and ethnically
diverse:
- 61% Caucasian
- 16% African American
- 10% Hispanic
- 7% Filipino
- 3% Asian
In addition to the standard K-12 program, Travis USD operates the
Travis Education Center, the continuation high school for students
experiencing learning and/or behavioral difficulties. Travis Community
Day School is an adjunct to Solano County's community court school.
Other programs include the adult school and independent study for
students whose educational needs are best met through study outside
the regular classroom. Gifted and talented education is offered
at grades 4-8 and honors classes are part of the high school curriculum.
Children with special needs are served by a special education program,
with classes tailored to an individual student's particular disability.
|
|
top of page
|
Governing
Board
Mary Ann Martinez, President, (707) 448-6838
Denise Boyles, Vice president, (707) 448-2893
Amy Swanson, Clerk, (707) 439-9159
Harry Axhelm, Member, (707) 450-0564
Edwin Sanderson, Member, (707) 446-0536
Mari Pierce, Student Representative
Travis School
Board web site
|
|
top of page
|
|
