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Sat, May 30

Williams High School teachers meet 301 goals

Educators at the Williams High School have met three out of the four goals set last fall for the 2002-2003 academic year according to data compiled by teacher Ann Wells. Wells presented her findings to the Williams Unified School District Board during a special meeting June 3.

The plan, which focused on improved behavior among students while promoting academic goals, was originally presented to the board in November of 2002. The plan was developed to outline how the district’s 301 Performance Pay Plan would be distributed among teachers that signed up to qualify for the money. The funds are received through Proposition 301 monies. Proposition 301 was passed by voters in 2000.

Each teacher was provided with a copy of the 301 plan and was given the option to participate in the work toward meeting the six triggers of the plan. All teachers at the WHS opted to sign up for the plan, Wells said.

The six triggers included increased parental involvement, reduced office referrals, reduced unexcused absences and tardies, the mapping of curriculum for grades kindergarten through twelfth, improved academic achievement at the Williams Elementary-Middle School and the overall percentage of WHS students who meet or exceed standards formally assessed in all their classes.

If one of six triggers were met, teachers would receive 25 percent of the 301 plan monies. If two out of six triggers were met, teachers would receive 50 percent of the monies. If three out of six triggers were met, teachers would receive 75 percent of the monies. One hundred percent of the monies would be distributed if four out of six triggers were met. Only four triggers were applicable to the WHS. Of those, three triggers were met, said Wells.

The WHS met the first trigger of increased parental involvement through the use of the PowerSchool Web site. The percentage of parents of WHS students who accessed student records via PowerSchool for the 2002-2003 school year was 40.3 percent. The goal was 35 percent. The percentage of parents who signed up to receive progress reports was 24.8 percent, exceeding the goal of five percent.

The number of unexcused absences for the 2002-2003 school year was 2.04 per average daily membership. Last year’s unexcused absences per ADM was 2.03. The increase was due to 13 students who dropped out of school. Those students accounted for 829 unexcused absence days. When those students were removed from the 100-day count and their unexcused absences removed from the totals, the number of unexcused absences per ADM for the 2002-2003 school year is 1.24. The adjusted figure shows that the 13 students who dropped out accounted for 60 percent of the unexcused absence rate. When the adjusted figure is used, the reduction in unexcused absences over the last year has been reduced by 60 percent.

The average number of tardies per ADM was 8.4. Last year’s figure was 15.7 per ADM. This shows a reduction of 53 percent from last year. Wells attributed the significant decrease in tardies to the efforts of WHS Principal Robert Kuhn.

“Mr. Kuhn is visible. He is out in the halls enforcing the tardy policy,” said Wells.

All participating teachers at the WHS met trigger four by turning in three Arizona State Standards with corresponding lessons/assessments and documentation of results. Two teachers who signed up to participate were only able to do so the first semester. Wells recommended that these two teachers receive one-half of the performance pay based upon their participation.

Trigger six, the formulation of how well students performed on their assessments of Arizona State Standards was not met. It had been anticipated that the trigger would not be met since no writing assessments were required during the 2001-2002 school year. One writing assessment was required for each class this year.

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