Staff Size – Total licensed and support staff, including part-time, exclusively assigned to the site; award points for total staff allocation including teaching units converted to preps in lieu or support staff positions/hours (use the allocation of licensed units and non licensed units for the school as provided by Human Resources).
• All staff regardless of FTE – Count part-time as 1.0
• Staff are counted by work location

Factor Points

8-12

Special Education – number of units allocated as Special Education
( 8) 3-4 units
(10) 5-8 units
(12) 9+ units

8

Year-round – Multi-track
• Exclude year-round single track

6

At-Risk – designated by the Central Office based on number of students receiving free or reduced-price lunches (50% or more); high schools receive credit if feeder schools as a whole meet the 50% standard

6

Senior High School Activities –large number of extra-curricular functions such as dances, concerts, clubs and other student organizations

6

Athletics –complete competitive athletics program (NIAA sponsored programs)

4

ELL-25% of total enrollment = ELL students.

2

Magnet –separate “school-within-a-school” for specific instructional purpose involving additional program administration
• Exclude stand-alone magnet schools (only school-within-a-school)

2

Sole Administrator – single administrator with no assigned assistant principal or other regular, on-site administrative support

2

Rural Site – sites designated as rural by Central Office.

FACTOR POINTS

0-16

17+

STAFF SIZE

0 – 50

Range 41

Range 42

51 - 100

Range 42

Range 43

101 – 150

Range 43

Range 44

151+

Range 44

Range 45

I. KNOWLEDGE
The Knowledge factor measures the depth and breadth of specialized training required in a technical or professional field to understand and apply concepts principles, practices, policies, laws and rules.

121
139
160

A. Extensive training required in a single technical field to lead other technical/administrative personnel, typically requiring college level training and 5+ years experience, or a bachelor’s degree and 1-3 years experience.

183
211
242

B. Highly specialized professional field with extensive knowledge of applicable laws, regulations and practices sufficient to direct other professionals and to carry out projects requiring specialized techniques or certification, typically requiring a bachelor’s degree and 5+ years experience in the field of specialty, or a master’s degree and three years experience.

278
320
368

C. Advanced knowledge about difficult and complex work assignments covering a highly specialized field or a wide range of administrative applications with sufficient knowledge to direct other seasoned management personnel; typically requires advanced degree and 5+ years experience.

423
487
560

D. Mastery of one or more professional fields with extensive application of laws, principles, policies, concepts and practices sufficient to manage large scale operations involving other management and professional personnel and to establish or change policy or develop new approaches and methods typically requiring advanced degree and 8+ years experience.

II. COMPLEXITY
The Complexity factor measures the extent and difficulty of the problem solving and mental demands associated with the assignment and includes complexity involved in managing direct and indirect financial resources. This measures the diversity of assignments, thinking challenge, analytical skills and creativity necessary for successful performance.

121
139
160

A. Work is largely covered by standard practice or well-established and clear guidelines, rules and precedents. Thinking challenge is moderate with some analysis required to select between alternative solutions; Budgets typically relate to a single activity, program or function.

183
211
242

B. Work involves many different and unrelated methods. Problem solving is critical to the assignment typically within a single functional area. Work involves analysis necessary to interpret policy and solve complex issues including complex budget matters involving a major function or several distinct components.

278
320
368

C. Work involves considerable data analysis and planning including developing, evaluating and implementing alternative solutions while dealing with unusual circumstance, technological developments; involves some creative thinking to develop or change programs, deal with budget limitations among competing priorities, or identifying and securing financial resources to meet District needs.

423
487
560

D. Work typically involves highly complex and unyielding problems with extensive policy-level analysis across multiple bodies of knowledge. Work involves development of policies, programs and innovative solutions with extensive probing and analysis dealing with largely undefined issues and highly complex budget matters.

III. IMPACT OF DECISIONS
This factor measures the impact of decisions on the number and scope of District’s programs, services or functions, student achievement and personnel.

206
237
272

A. Programs/Services/Functions
1. Direct or shared responsibility for a single narrowly-defined program or service.
2. Direct impact on multiple moderate-sized programs or substantial District-wide impact on single program.
3. Primary responsibility for multiple District-wide programs of considerable scope and importance.

179
206
237

B. Student Achievement
1. Oversees programs which do not provide direct services to students.
2. Oversees programs which provide direct services to students.
3. Oversees programs which provide direct services to students on a District-wide basis.

C. Personnel Supervised – Directly and indirectly

IV. CONTACTS
The Contacts factor measures the scope and purpose of internal and external contacts which are considered part of the regular work assignment and are critical to job performance.

A

B

C

1. Inform, report, represent

114

132

151

2. Facilitate, coordinate, audit, advise

132

151

174

3. Persuade, negotiate, convince

151

174

200