Yearly Report 2015-2016

Hilaria Bauer, Ph.D.
Superintendent
ANNUAL REPORT 2015-2016

TABLE OF CONTENTS
Contents
District Priorities __________________________________________________________________________________________________ 1
Strategic Highlights________________________________________________________________________________________________ 1
General Administration ___________________________________________________________________________________________ 9
Instructional Leadership _________________________________________________________________________________________11
Leaderhip Style ___________________________________________________________________________________________________12
Community Relations___________________________________________________________________________________________ 133
Board/Superintendent Relations______________________________________________________________________________ 155
Personnel Management ________________________________________________________________________________________ 155

Page 1
DISTRICT PRIORITIES
The most rewarding part of my job as your superintendent is to ensure that the Alum Rock
Union Elementary School District continues to be a community-based, community-led
educational organization providing high quality innovative education for all students. The
most challenging part as your superintendent has been to find ways to ensure our district has
solid foundations for such lasting organization. For the past school year, the administrative
team has read and reflected on Built to Last, the seminal work by Jim Collins and Jerry Porras,
from Stanford University. As a result of those sessions, we have concluded that our areas of
focus gathered from our stakeholders during the spring of 2014 must remain:
1. Develop an English Language Development program that will ensure English Language
Learners reclassification within the first three to four years of participating in Alum
Rock School District’s academic program.
2. Redesign the Alum Rock Middle School Program to include a rigorous, Common-Core
based curriculum, with a project-based instructional component that provides all
students with a viable college and career pathway. The middle school program in Alum
Rock will also incorporate socio-emotional resources designed to appropriately support
all students in this level.
3. Engage parents in meaningful conversations to improve all district programs and
services, and encourage active parent participation at all schools and district functions.
STRATEGIC HIGHLIGHTS
The following initiatives have been implemented to address the district’s priority areas:
Priority 1. English Language Development Program.
We implemented a comprehensive English Language Development Program that included
professional development, Early Childhood intervention, and parent training. 70% of our
teachers have participated in Constructing Meaning. Working with our Kinder staff, we were
able to offer extended kinder in all of our elementary campuses. In addition, we have reached
out and provided training opportunities for parents of English Learners to guide them to
support our English Language proficiency and reclassification efforts. The following are
programmatic examples of our English Language Development program:

Page 2
Constructing Meaning. This is a professional development program designed to train teachers
to address English Language Learners’ linguistic needs throughout the day and in all academic
areas. During the 2015-2016 school year, approximately 60 teachers participated in this
training. In addition, we have been able to secure four Trainers of Trainers instructional
coaches in our district, who provided on-going training for new teachers and teachers in need
of extra support. They will continue this effort in years to come until we have our own Trainer
of Trainers cadre.
Kinder Plus. Extended day kindergarten. 100% of kinder classrooms offered extended day
kinder. Teachers received two-hour paraprofessional support. During the 2015-2016 school
year, we were able to extend TK services to young TK students whose birthdates are up to
January 31, those who became 5 years old between December 2, 2015 and January 31, 2016.
This allowed our system to provide TK classes with a minimum of combo classes throughout
the district. In addition, thanks to a San Jose Learns grant we were able to provide after school
programming for kinder students in the following schools: Adelante, Hubbard, Linda Vista,
McCollam, Russo/McEntee, and Painter. Our TK teachers participated in a Professional
Learning Community (PLC) guided by the New Teacher Center that allowed them to prepare an
appropriate and rigorous Early Childhood program for all our TK students.
Extended Year Programs Examples:
Think Together Summer Academy- In partnership with Think Together staff, eight Alum
Teachers provided summer academic support and enrichment opportunities to over two
hundred students second through fifth grades. The program focused on project based learning
opportunities and critical thinking. The target students were our lowest performing students.
Kinder Plus - Alum Rock has been offering extended year services for kinder students in
collaboration with Kidango. Last summer, ten families in the Russo/McEntee area qualified for
free or reduced fees.
Bridge to Kinder- In collaboration with the United Way, we provided kinder support to
approximately forty families in Arbuckle, Chavez, Dorsa, and San Antonio attendance areas.

Page 3
Results for First Year of English Language Development Program Implementation
We have about 5,876 English Learners in our district, or about 53% of our total district
population. The goal of our program for English Learners is for them to acquire proficiency in
English as soon as possible. English Learners demonstrate proficiency in English through the
reclassification process. Last year, we had about 8% of our English Learners reclassified into
Fluent English Proficient (RFEP). This year, after one year of program implementation we were
able to reclassify about 17% of our English Learners. We are confident that percentage will
increase as we provide a consistent program.
NOTE: Special Ed reclassification criteria (Fischer)
0
200
400
600
800
1000
1200
2014-2015 2015-2016
493
1039
NumberofStudentsReclassified
ALUM ROCK UNION SCHOOL DISTRICT
Reclassification Report
2014-2015 2015-2016

Page 4
Priority 2. Middle School Re-design
During the 2015-2016 school year, we continued to focus on middle school re-design.
Mathson Institute of Technology (MIT) and Ocala Steam Academy have continued their efforts
of offering our middle school students college and careers focused middle school programs.
At Mathson, we continued to offer students and staff opportunities to integrate high tech into
the curriculum. The following are examples of the efforts at MIT:
• Summer Tech camp offering web design, 3D modeling, coding/programming, and
hardware troubleshooting for approximately 80 students
• Grade level Project-Based-Learning (PBL) in ELA/SS
• i-Ready implementation levels 2,3
• City Year for approximately 100 students
• Advisory period/elective offering ELD support, electives including technology
• MESA projects using 3D modeling and printing
• Saturday Math support program (February – April) using data from interim SBAC
assessment
Ocala STEAM Academy welcomed the 2015-2016 school year with a brand new emphasis:
STEAM with an emphasis on Green Science and Protecting the Environment. Ocala staff
participated on the Buck’s Institute Project-Based-Learning training during the summer, and
they opened the school year with project-based curriculum from day one.

Page 5
The following table exemplifies how Ocala has integrated PBL throughout the curriculum:
Environment Social Justice Self -Discovery
6th
“A World Without Fish”
Why should we care
about our oceans? What
can we do to help our
oceans?
“Making Communities Equitable”
What can we do to make San Jose a
more equitable place to live?
“When the Going Gets
Tough”
What do people do when
the “going gets tough?”
7th
“We Create Our
Environment”
How is our environment
challenging and what can
we do to change it?
“The Faces of Discomfort”
What are the faces of the
marginalized of modern day? How
can we bring about change for the
marginalized?
“Pieces of Me”
How was I shaped by my
ancestors, and how can I
learn from them?
8th
“How does your garden
grow?”
How can we improve the
garden in an eco-friendly
and sustainable way to
maximize food
production?
“Art and Injustice”
How has art been a product of
injustice? How can we teach
tolerance through art?
“Leaving My Mark”
How is identity shaped
by relationships and
experiences? What
legacy do you hope to
leave for posterity?
Every student at Ocala participates in a STEAM class. They are expected to learn the “Design
Thinking Process,” which will allow them to participate in STEAM competitions/challenges like:
 Tech Academy
 Destination Imagination

Page 6
 Math Olympiad
 MESA
 Techbridge
Also, Ocala has embraced the socio-emotional side of students. 61% of Ocala students, 480
students, have received some kind of mental and/or emotional services, including:
counseling, mentoring, tutoring, etc.
We have successfully redesigned Ocala, and now we are on our way to monitor its growth and
endurance.
In addition to Mathson and Ocala, Fischer Middle School has successfully redesigned its
program with an emphasis on Business and Communication. This was the planning year for
the Fischer staff, who also requested to integrate technology into the school. Fischer Middle
School will re-open as Fischer Business and Communication New Tech Academy for school
year 2016-2017.
Hubbard Elementary was another example of our re-design process. Staff and parents at
Hubbard Elementary requested our support to re-design their campus into a TK-8th
Academy.

Page 7
Hubbard staff spent this school year planning the new design. As a result of staff and parent
feedback, Hubbard will be a TK-8th
Communications Academy. In addition, as a result of a
strong partnership with the Santa Clara County Office of Education, Hubbard Communications
Academy will be the first school in the Bay Area implementing the Youth Cinema Project,
providing 4th
grade students with the opportunity to learn and produce their own short-films.
The entire school is now in process of identifying grade-level appropriate standards and
activities to prepare all students with a strong curriculum in communication arts.
Middle School Increased Support Services:
Measure A Santa Clara County. This initiative provides Alum Rock students with
increased counseling services in the following schools: Sheppard/Painter, Ocala, and George.
All three schools successfully implemented this program.
City Year. This extended day support was implemented in twelve of our schools. City
Year provided support to close to 1,100 students.
Citizen Schools. This support increased from George Middle School to include
Sheppard Middle School and Renaissance Academies. This initiative offers focused support to
sixth grade students. Citizen Schools has supported approximately 1,600 students.
Middle School Extended Year:
During the 2016 extended year season at Alum Rock, we are anticipating to serve 3,152
students, 576 students more than last year. About 1,335 of these students are grades 6th
to
8th
, and the focus for most programs is mathematics. The goal is to continue to support our
middle school students to be ready for college and careers by being proficient not only in
reading, but in mathematics. Proficiency in algebraic skills is one of the college completion
milestones.
Programs offered:
Jose Valdez Summer Institute at San Jose City College. Last year, approximately 80
students participated for the first time in this intensive math program free of charge to our
Alum Rock students. This year we have 230 middle school students registered to participate
in this program. This is almost a triple increase from last year.

Page 8
ALearn & Elevate Math- Focused on supporting over two hundred sixth, seventh and
eighth grade students in reaching grade level proficiency in mathematics.
Priority 3. Parent Engagement.
Parent and community engagement continues to be one of our district priorities. We have
successfully integrated authentic parent and community engagement throughout the district
and beyond specific sites.
Highlights:
Community Liaisons. This year we have been able to secure community liaisons at every site.
Their role focuses not only on increasing parent engagement at the site, but in translating
school policies, activities, and culture for all parents.
Parent University. This effort has evolved from a single event at the beginning of the year to a
series of events throughout the year, providing a rich variety of opportunities for parents to be
part of our schools and our district. Here are some examples:
 Back to District Night
 Annual Parent University Conference
 Parent University Father-Son Conference
 Parent University Mother-Daughter Luncheon
 George Middle School/Cureton Elementary Mini Parent University Conference
 Latino Educational Summit
Kinder enrollment efforts. Kinder enrollment efforts have continued throughout the year in a
variety of ways. Perla Rodriguez, from VOLERSA, has provided professional development for
community liaisons and site office administrative assistants in the area of customer service
and outreach.
Media outreach. This past year, I continued to work on establishing good communications
with our local media. I had opportunities to provide a positive district presence on TV, social-
media, and print media.
Pathway to College. We continue to provide upper elementary and middle school parents
with an opportunity to learn more about supporting their students on their pathway to

Page 9
college. This year we hosted two “Pathway to College” nights. The one at Fischer Middle
School hosted over 300 parents.
Middle School Expo Nights. These events are designed to promote the great work our middle
schools are doing. Parents throughout the district had an opportunity to learn about our
middle school programs and our policy of open enrollment.
Principal Parent Engagement Goal. Every principal was asked to include a Parent Engagement
Goal as part of their evaluation process. We had four new PTA/PTO organizations throughout
the district.
GENERAL ADMINISTRATION
A. Efficient/Effective Management
Accomplishments: Addressed all the business of the district on an efficient and timely
manner, including:

Page 10
 Recruiting and hiring. We opened the 2015-2016 school year fully staffed in
regular educations, and we had only five Special Education vacancies
 Facilities. Able to bring to the district the Old MACSA building for use as the
Gym for Mathson Middle School and Renaissance at Mathson Academy.
Completed the summer projects on time. Addressed the fire at Mathson in an
efficient manner. Continue to address all the facility needs around the district
within our means.
 Bonds. Successfully passed Measure I in June, 2016. This will allows to
continue the “re-modernization” of our district facilities, including the
completion of the George Multi-Purpose Room
 Innovation. Re-designed Fischer Middle School and Hubbard Multi-Media
Academy.
 Worked effectively with district legal counsel to address a number of personnel
and agreement issues with different agencies, including charter schools and
other local partners
 Universal Pre-school. Worked collaboratively with First Five, Kidango, Santa
Clara County Office of Education, and the City of San Jose to bring to our
district a preschool class in every elementary school by August 2017.
B. Policies and Programs
Accomplishments: Upheld all district policies and agreements. Worked effectively
with staff and construction management company to address a number of facilities
issues, completed all last summer projects, addressed emergencies such as Hubbard’s
broken water main, and completed the number of bathrooms that needed to be
refurbished. This partnership with Kidango increased the number of refurbished
bathrooms. I have secured $300,000 from First Five to support our work with Universal
Preschool at Alum Rock, and have also secured $95,000 from the SCCOE to implement
the Youth Cinema Project at Hubbard for school year 2016-2017.
C. Planning
Accomplishments: Worked with parents, stakeholders, executive and extended cabinet
members to update and align Local Control Funding Formula (LCFF) and other funding
sources to district priorities. This led to the development of the 2016-2017 LCAP. As a

Page 11
result of this work, we are working to offer a reasonable salary increase to staff,
provide increased support for all district sites and departments, including the
allocation of LCAP resources for school facilities improvement.
D. Communication
Accomplishments: Increased communication efforts throughout the district. This year,
we sought out stakeholder input via surveys. We offered staff and parents an
opportunity to provide input on the LCAP process via surveys and community and staff
forums. We kept positive and productive communications with charter partners while
adhering to all current agreements.
INSTRUCTIONAL LEADERSHIP
A. Curriculum Development
Accomplishments:
1. English Learner Priority. We continued to integrate Constructing Meaning (CM) as
the pedagogy to assist teachers decrease the number of Long Term English Learners.
We were able to secure a Trainer of Trainers cadre of 6 staff trainers in CM. They, in
turn, have provided our professional development efforts throughout the district.
2. Middle School re-design at Fischer and Hubbard re-design to TK-8 Media Arts
Academy.
 Fischer Middle School of Business and Communication. Fischer’s academic goal
is to provide a rigorous, challenging, and innovative instructional program that
prepares students for college-readiness and excellence in the 21st
century.
Fischer Middle School will also be part of the New Tech Network.
 Hubbard Media Arts Academy. Hubbard’s staff and parents requested the
board’s permission to change the grade span at Hubbard to allow students to
stay in the school they feel is best for their family. In addition, the staff worked
together to identify the area of emphasis they wanted their curriculum focus. In
addition Hubbard has been selected by the Youth Cinema Project as the first
school in the Bay Area to implement their innovative curriculum.
B. Program Evaluation
Accomplishments:

Page 12
iReady. iReady, is an adaptive diagnostic assessment that has been adopted as our
local assessment. It supports the integration of technology in a blended learning mode,
as well as the implementation of Common Core standards. The adaptive technology
provides students opportunities to focus on working on standards and skills at their
specific level as determined by the on-going assessments.
C. Staff Development
Accomplishments:
1. English Language Development. Constructing Meaning. This provides teachers with
the process and tools for integrating explicit language instruction into content-area
teaching. We have been successful in preparing the first district’s Trainer of Trainers
cadre who has continued training district teachers.
2. Program Evaluation. The majority of our sites are now implementing iReady. It has
been very helpful in providing academic data to reclassify and assess English Learners.
In addition, when implemented with fidelity, it has allowed our schools to implement
blended learning.
3. Leadership Development. We implemented the Deloitte Courageous Principals
Training in a number of sites. Principals utilized this tool to work with staff improving
the communication in a number of our sites. In addition, we read the book Built to
Last by Collins and Porras. The book gave focus to our management meetings and
allowed our Site Administrators’ Roundtables to identify “Big Hairy Goals” and
organizational core values.
D. Stability and Continuity
Accomplishments:
1. Partnerships. We continue to use Partners in School Innovation’s Cycle of Inquiry
model, and we have modified it to align with the needs of our district. In addition, we
have supported other programs that have been effective in our district, such as City
Year, Citizen’s Schools, Elevate Math, Jose Valdez Institute, etc. All the after school
providers that were able to demonstrate student success continue in our schools.
LEADERSHIP STYLE
A. Student Advocacy

Page 13
Evidence: All district initiatives and efforts are student centered. The three district
priorities start and end with the student in mind. Focusing on the reclassification of
English Learners provides the majority of our students (about 52% of ARUSD students
are English Learners) the support and services needed to become fluent in academic
English as soon as appropriate. The main purpose of redesigning Middle Schools is to
capture students’ hearts and minds, making schools more meaningful and places
where students want to be. Increasing parent engagement allows our district to
understand the point of view of our parents who want the best for our students. Thus,
the three district priorities are designed to provide success for all our students.
B. Clear Vision
Evidence: As I mentioned last year, Alum Rock is a “turned-around” district. Our
schools have increased academic performance for the past several years. We are now
taking Alum Rock to the next academic level. We are building on the strong
foundations of solid academic performance and creating the “New Alum Rock.” The
New Alum Rock is innovative, welcoming, and provides all students with a solid college
and career pathway.
C. Collaborative Management Process
Evidence: I continue to implement all district initiatives in collaboration with all
stakeholders. We have implemented a Curriculum Council with the support of AREA
and administration. The LCAP process included all stakeholders, and parents were
invited to facilitate the parent and community meetings and respond to surveys.
Parent University included a variety of partners, including community organizations,
parent groups, teachers, ARUSD alumni, and administrators. Principals led Principals’
Roundtables, and a variety of administrators collaborated in creating all management
meetings and retreats.
COMMUNIY RELATIONS
A. Communication
1. Vision of The New Alum Rock: Creating our New Image. The New Alum Rock is a
turned around district. During the past two years, three of our schools have been
designated as a ‘Golden Ribbon School’: George Middle School, LUCHA and
Adelante Academies. Our quest for high achievement and innovation has caught

Page 14
the attention of a number of partners, including: First Five, Santa Clara County
Office of Education, the City of San Jose. Our focus on Middle School redesign has
created the Alum Rock Middle School Model focused on college and career
readiness, starting in TK. The New Alum Rock has high student expectations and
provides students with the academic rigor and student support that each student
needs to be ready for the 21st century work environment.
2. Media. With the support of Perla Rodriguez and Rolando Bonilla, our district has a
new media presence. Alum Rock is now “on the news” for its innovation and
improvement. Last year, we took our message to both Radio and TV stations, both
in English and Spanish, to offer our community the many high quality programs our
schools offer. In addition, when something of importance to parents needed to be
addressed, we did so in a prompt and transparent manner.
3. Creating a Digital Presence. The creation of the Communications Assistant position
in my office has allowed us to develop a better, updated website. The new website
look helped us not only tell information, but tell a story through pictures. This year,
we have added the Citizen’s Oversight Committee tab to our website. This tab
gives our stakeholders information about our bond projects progress. I believe that
this information supported the passing of Measure I. In addition, the
Communications Assistant has been able to allow my office to provide better
communications and public relations services throughout the district.
B. Visibility
Evidence: I continue to visit every school in the district. I attended the majority of
Back to School and Open House nights throughout the district. I participated in a
number of parent meetings, including Principal’s Coffees, PTO/PTA meetings, Middle
School, Kinder, and Elementary promotion ceremonies. I worked closely with
community/parent groups, including Somos Mayfair, PIQUE, etc. I received the NFL
Hispanic Leadership Award from the 49ers and District 27 Woman of the Year Award,
for the collaborative efforts and helping turn around our district’s image and
achievement. I spent many hours supporting and participating in a variety of volunteer
events, including NVIDIA, Measure I, and City Year. I participated in many LCAP input
sessions with our community and supported sites special events.

Page 15
BOARD/SUPERINTENDENT RELATIONSHIPS
A. Communication
Evidence: I continue to learn to communicate according to each of the board
members’ preference. I have crafted weekly Friday memos, except the weeks when we
have a board meeting. I have set opportunities for one-on-one board preparation for
each board member to be able to answer questions and provide any needed
information. I provide you with timely information outside the Friday memos
whenever pertinent.
B. Teamwork/Mutual Support
Evidence: It has been my sincere effort to respond appropriately to the direction of the
board. I have followed the board’s direction as I prepare board agendas with the board
president, address negotiation challenges, and work with our bonds construction
management company to fulfill the board’s facilities goals. Each of you is equally
important and significant to the success of our district and mine as your
superintendent.
PERSONNEL MANAGEMENT
A. Visibility
Evidence: I keep an open door policy. Every employee and all parents and community
members have access to my time. I have continued to invite stakeholders to have one-
on-one meetings with me. I worked closely with the negotiations team throughout the
negotiations process, being able to successfully reach a win-win agreement with all
bargaining units, and this works continues.
B. Morale
Evidence: I reach out to all employees in different manners. I have reached out to all
ARUSD constituencies at the beginning and end of different seasons, sharing thoughts
and videos to support the district’s vision of creativity and innovation. We have
sponsored a couple of potluck events for district office employees, seeking
communication with employees that traditionally are difficult to schedule, such as bus
drivers, maintenance, and technology support. I reach out to teachers on a regular
basis to seek feedback from them in all of our initiatives. Some teachers were invited
to the management retreats both in January and June.

Page 16
C. Staff Development
Evidence: I continue to support our classified employees when they ask to receive
more training. I worked with MOT Director to identify areas of need. As a result of
this, three bus drivers have applied for the trainer’s professional development. This
next school year, we are planning to offer a full-day of professional development for
CSEA. If needed, we will pay “extra-duty” for their participation. I continued to
support AREA leaders in their effort to provide AREA members with Common-Core
training. We paid teachers to participate in these trainings. I have supported all staff
in their pursuit of higher degrees, including all administrators seeking a doctorate.
D. Staffing
Evidence: We were able to implement all the district’s initiatives by increasing the
number of staff involved in decision making, including in cabinet another level of
administrators. The district’s work keeps on-going.
As I completed my second year as your superintendent, I realize how fortunate I am with your
support through all the victories and challenges. We have set the foundation to develop
exemplary learning environments in all our schools. Creativity has now been added as a core
academic area where students are challenged daily through rigorous instructional practices as
they thrive in their journey towards college. Thank you so much for the opportunity to serve
such a great district!
Hilaria Bauer, PhD
Superintendent
July 29, 2015
Alum Rock Union Elementary School District
2930 Gay Ave. San José, CA
Tel (408) 928-6800
www.arusd.org

Yearly Report 2015-2016

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