Transcript Strategic plan page, highlighted

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Welcome
Purpose
Greg Hutchings
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Strategic Planning Timeline
• Feb. 1 & 19
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District & Strategic Planning
Information
Mar. 5
Sub-Committee Work- Shaker
Experience
Apr. 16 & 30
Sub-Committee Work- District Goal
May TBA
Gallery Walk with Board of Education
Jun. 17
Strategic Plan 2014-2019 presented to
Board of Education
* Feb. 10 State of Schools Address*
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Introductions
Team Building Activity
Amy Fulford
Greg Hutchings
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Team Photo
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Group Norms
Amy Fulford
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Break
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Tradition, Diversity, Innovation and
Excellence
Strategic Plan 2011-2014
Chris Auginas
Erin Herbruck
Annette Sutherland
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HISTORY
Phase I - Strategic Framework 2007 – 2009
“Excellence With Equity”
Phase II - Appreciative Inquiry 2009 – 2010
“Imagine Shaker – Together We Achieve”
Phase III - Synthesize
Spring 2010
“Compare and Synthesize”
Phase IV - Develop Plan
2010 – 2011
“SMART Strategic Plan”
Phase V - Implementation
2011 – 2014
“Yearly Review of Results”
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FOCUS AREAS
Student Experience
Curriculum, Instruction, and Assessment
Collaboration, Communication and
Involvement
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INTEGRATED THEMES
Technology
Organizational Efficiency
Professional Development
Data Management
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STUDENT EXPERIENCE
Build relationships among faculty, staff, students and their
families that foster the belief within students that they can
achieve excellence and advocate for their own success.
Provide a safe learning community that is welcoming, inclusive,
respectful, and engaging, which embraces diversity and fosters
enriched learning experiences for all.
Ensure that the District offers academic, enrichment, and cocurricular opportunities that are diverse, relevant, and
accessible to all students.
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Student Experience
Students advocate for their own success
Enriched learning for all
Access to opportunities for all
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Learning objectives
Rubrics, anchor papers, etc.
Formative/summative assessments including feedback
International Baccalaureate attitudes and attributes
Differentiation, collaborative learning, critical thinking, questioning
skills
• Support for new students
• Response to Intervention for behavioral support
• Goal setting
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CURRICULUM, INSTRUCTION AND
ASSESSMENT
Provide ongoing support for collegial collaboration and consistent
use of best research-based teaching practices.
Develop a globally competitive curriculum and employ best
research-based practices for instruction and assessment that
reflect high expectations for all students.
Employ an integrated set of instructional strategies and learning
opportunities to remove race, socioeconomic status, and
disability as predictors of achievement.
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Curriculum, Instruction, and Assessment
Best research-based teaching practices
High expectations for all students
Removal of obstacles to learning
• Teacher collaboration
• Differentiation, collaborative learning, critical thinking,
questioning skills
• Formative/summative assessments including feedback
• Curriculum maps and unit planners in core subjects
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Curriculum, Instruction, and Assessment
Best research-based teaching practices
High expectations for all students
Removal of obstacles to learning
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Professional development aligned and tracked
Institutional barriers
Common Core and revised standards
New assessments
Teacher/principal evaluation
Third grade reading guarantee
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COLLABORATION, COMMUNICATION AND
INVOLVEMENT
Engage all parents as active partners in student success.
Engage the Shaker community as connected partners in student
success.
Build community confidence and pride in our schools through
effective communication.
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Collaboration, Communication,
and Involvement
Parents as active partners
Community as connected partners
Community confidence and effective communication
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Parent conferences
Standardization of information to parents
Progress Book
Interventions for failing students (MS & HS)
Community service and senior project
Volunteer database (K-6)
Curriculum pamphlets
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Next Steps
Strategic Plan 2014-2019
Integration of 2011 – 2014 Goals into Six Areas
of Focus & Goals
Reflection of 2011 – 2014 Focus Area Concepts
in Strategic Initiative Statements
Inclusion of Appropriate Action Plans from
2011 – 2014
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I Am Shaker
Greg Hutchings
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Recent Accomplishments of Note
• 30 National Merit, National Achievement, and National
Hispanic Scholars
• 140 Advanced Placement Scholars
• Top 2% of high schools in the nation on Newsweek measure of
academic challenge
• Outstanding fall athletic season – men’s soccer, women’s
cross-country, football, women’s crew, field hockey
• Fine and performing arts – student work displayed at airport,
fall musical, concerts
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The Shaker Educational Opportunities
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An International Baccalaureate Programme
All students play an instrument in grades 5-6
All students from grades 1 to 5 take Mandarin Chinese
World language offerings: 4 in grades 5-8, 6 in High School
International travel—exchange programs & trips for band,
choir & orchestra
• Academic supports in all schools at all grade levels
• Rich library resources in every school, including 17-28 data
bases, depending on the school
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Demographic Characteristics of District by
School Year: 2003-2013
(Based on data reported in the annual district report cards)
Year
Total
Number
AfricanAmerican/
Black (%)
EuropeanAmerican/
White (%)
Hispanic
(%)
Asian/Pacif
ic
Islander (%)
Multiracial
(%)
Qualified
for
Free/Reduc
ed
Lunch
(F/RL) (%)
With
Disabilities
(%)
Mobility
(%)
Source:
ODE Power
User
Report)
2002-2003
5529
50.7%
40.6%
1.3%
3.2%
4.2%
14.5%
15.0%
NR
2003-2004
5503
51.5
39.6
1.1
3.5
4.3
12.7
15.3
NR
2004-2005
5600
52.1
38.9
1.1
3.6
4.3
21.3
15.0
NR
2005-2006
5545
52.9
37.9
1.1
3.7
4.4
23.3
15.7
10.1
2006-2007
5479
52.3
38.1
1.3
3.9
4.4
21.3
16.3
10.3
2007-2008
5370
52.6
37.0
1.4
4.0
5.0
29.0
15.7
10.1
2008-2009
5387
52.9
36.2
1.4
4.2
5.3
27.2
14.3
9.4
2009-2010
5384
52.0
36.7
1.4
4.3
5.6
21.0
14.0
7.8
2010-2011
5388
51.2
36.9
1.7
4.2
6.0
31.6
14.4
8.8
2011-2012
5337
50.1
37.6
1.9
4.3
6.0
33.6
14.5
9.0
2012-2013
5284
49.0
38.4
2.2
4.2
6.2
35.8
14.8
7.7
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District Racial/Ethnic Enrollment, 2002-03
to 2012-13
100%
90%
80%
70%
60%
50%
Hisp
40%
Asian/PI
MultiR
30%
EurAm/Wh
20%
AfrAm/Bl
10%
0%
2002-03 2003-04 2004-05 2005-06 2006-07 2007-08 2008-09 2009-10 2010-11 2011-12 2012-13
Hisp
1.3%
1.1%
1.1%
1.1%
1.3%
1.4%
1.4%
1.4%
1.7%
1.9%
2.2%
Asian/PI
3.2%
3.5%
3.6%
3.7%
3.9%
4.0%
4.2%
4.3%
4.2%
4.3%
4.2%
MultiR
4.2%
4.3%
4.3%
4.4%
4.4%
5.0%
5.3%
5.6%
6.0%
6.0%
6.2%
EurAm/Wh 40.6%
AfrAm/Bl
50.7%
39.6%
38.9%
37.9%
38.1%
37.0%
36.2%
36.7%
36.9%
37.6%
38.4%
51.5%
52.1%
52.9%
52.3%
52.6%
52.9%
52.0%
51.2%
50.1%
49.0%
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International Opportunities
Reasons for Travel
Student Exchange
Marching Band trip
Number of Students Traveling
Each Spring, 2004-2014
Choir/Orchestra trip
355
Foreign language/social studies classes
296
Athletic competition
Countries Visited
England
231
226
France
Mexico
Germany
Italy
Japan
China
Netherlands
Switzerland
Turkey
Canada
Greece
Number of Foreign Exchange Visitors in
Last 10 years: 73
157
103
102
75
55
44
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04
05
06
07
08
09
10
11
12
13
14
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Advanced Placement & International
Baccalaureate Course Offerings
40
38
38
35
30
25
23
23
23
22
22
AP
20
17
IB
15
10
5
0
2008-09
2009-10
2010-11
2011-12
2012-13
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Extracurricular Activities and Sports
Number of Clubs /
Activities
Number of Sports
Teams/Clubs
Percent of Students
Involved
Woodbury
More than 25
6 plus intramurals
85%
Middle School
More than 45
More than 15
40% in Service, Arts,
and/or Performance
61% in Sports
High School
More than 50
More than 20
40% in Service
44% in Arts
46% in Sports
27% in Other
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School Supports for All Students
Outside of the School Day
School Level
Support Opportunities
Number of hours of
service for the school year
K-4
Tutoring Center at Woodbury
Monday to Thursday 4:30-7:30
270
Woodbury
Tutoring Center at Woodbury
Monday to Thursday 4:30-7:30
270
Middle School
Conference period: TuesdayFriday, 3-3:45
Tutoring Center:
Tuesday-Thursday, 3:45-5:30
254
High School
Conference period: TuesdayFriday, 3-4
Tutoring Center:
Tuesday-Thursday, 4-6
289
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MIDDLE SCHOOL COURSE ENROLLMENT
IN ENGLISH, GRADE 7
100%
Percent of Each Group Enrolled at Each Level of Difficulty
Quarter 1, 2013-14
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
African American
General
European American
Free/Reduced Lunch
College Prep
With Disabilities
Honors
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AP Examinations: 2008-2012
Number of Students & Number
of Exams
1000
900
882
988
925
Percent of AP Exams Passed
with 3 or higher
100%
984
90%
807
800
80%
700
70%
600
60%
500
400
370
394
426
444
79%
81%
83%
80%
73%
50%
379
40%
300
30%
200
20%
100
10%
0
2008
2009
2010
Number of Students
2011
2012
0%
2008
2009
2010
2011
2012
Number of Exams
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HIGH SCHOOL ACADEMIC COURSE
ENROLLMENT: QUARTER 1
Science
% of
students
70%
60%
50%
40%
30%
20%
10%
0%
65%
60%
Honors
College Prep
28%
18%
15%
General
16%
4%
1%
AfrAm/Bl
70%
67%
61%
29%
21%
10%
5%
3%
0%
AfrAm/Bl
EurAm/Wh
Social Studies
64%
56%
65%
70%
50%
60%
40%
% of
students 30%
33%
50%
33%
43%
40%
% of
students 30%
20%
10%
% of
students
70%
60%
50%
40%
30%
20%
10%
0%
EurAm/Wh
English
60%
Math
Advanced
6%
5%
19%
20%
8%
0%
0%
AfrAm/Bl
34%
27%
EurAm/Wh
10%
8%
4%
0%
0%
AfrAm/Bl
EurAm/Wh
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Quarter 1 GPA Means (4-point scale) in
Academic Subjects: High School
3.5
3.3
3.1
3
2.5
2.3
3.1
3
2.4
2.2
2.2
English
2
Math
GPA
Science
1.5
Soc Stu
1
0.5
0
Afr Am/Bl
Eur Am/Wh
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Graduation Rates, 2009 -2012
Calculation procedures changed in 2011 per federal
requirements
100
90
80
70
60
2008-09
2009-10
50
2010-11
40
2011-12
30
20
10
0
AfrAm/Bl
EurAm/Wh
Econ Disadv
With Disabilities
All Students
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Board of Education
6 Areas of Focus and Goals
Amy Fulford
Greg Hutchings
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Focus Areas
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Shaker Experience
Continuous Improvement
Human Resources and Facilities
Policy
Communications
Finance
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Shaker Experience
Engage all students in an enriching educational
experience that enables them to graduate
from Shaker High School within four years as
fully-developed young adults, prepared for
success in post-secondary education and
careers.
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Continuous Improvement
Support the Vision and Mission of the District
through strategic planning, systems and data
analysis, technology infrastructure, and
professional learning.
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Human Resources and Facilities
Recruit and retain high-quality staff with diverse
cultural experiences and backgrounds, and
provide facilities conducive for high quality
teaching and learning.
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Policy
Develop and implement policies that support
the goals of the District’s strategic plan and
align with the District’s Vision and Mission.
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Communications
Engage school and community stakeholders as
active partners.
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Finance
Ensure efficient and effective use of financial
resources while maintaining high-quality
educational experience for all students.
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Lunch
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90 Day Plan Recommendations
Greg Hutchings
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90 Day Plan
• Areas of Focus and Goals (Superintendent
Evaluation)
• Transition Team
• Monthly Progress Reports (October-January)
• Final Report (January 2014)
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90 Day Plan- Final Report
• Areas of strength
• Initiatives implement during the 90 day period
• Recommendations for growth
46
Public Education Leadership Project
(PELP)
• Established by Business School and Graduate
School of Education at Harvard University
• Tool to categorize findings from the 90 Day
Plan
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PELP Coherence Framework
PELP Organizational Elements
• Have a significant impact on the instructional core,
which includes the components of student, teacher,
and content
• The PELP Coherence Framework includes six
organizational elements:
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–
–
–
–
–
Stakeholders
Culture
Structures
Systems
Resources
Environment
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Stakeholders
Individuals inside and outside of the Shaker
Heights City Schools who have a legitimate
interest in the schools and impact on the
effectiveness of the District
Recommendations:
– Shaker Family Resource Center
– Expand relationships with non-public families
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Culture
Drives and defines behavior of the Shaker
Heights City Schools through norms, attitudes,
values and belief systems
Recommendations:
– High Quality education for all
– Increase 4- and 5- year graduation rates
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Structures
Define how the work of the Shaker Heights City
Schools is done, including how people are
organized, as well as who is responsible and
accountable for results
Recommendations:
– Comprehensive Human Resources Department
– Central Office Organizational Structure
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Systems
Processes and procedures within the Shaker
Heights City Schools that increase efficiency
and effectiveness
Recommendations:
– Curriculum Guides
– Financial Efficiency
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Resources
Financial and organizational resources that
include money as well as people and physical
assets such as technology and data
Recommendations:
– International Baccalaureate Middle Years
Programme (MYP)
– Business Partnerships
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Environment
Includes a variety of funding sources, local-statenational policy contexts, Shaker Heights
Schools’ collective bargaining groups, and the
characteristics of the Shaker Heights
community
Recommendation:
– Total Compensation Committee
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Vision and Ultimate Goal
Amy Fulford
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Vision Statement
To become a school community that expects excellence
from every student and provides a Shaker Experience
that allows them to reach their full potential and
have a positive impact on our global society.
Ultimate Goal
Every student engages in the Shaker Experience to
reach their full potential.
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Next Steps
Greg Hutchings
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