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WelcomePurpose

Greg Hutchings

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Strategic Planning Timeline• Feb. 1 & 19 District & Strategic Planning Information• Mar. 5Sub-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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IntroductionsTeam Building Activity

Amy FulfordGreg 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 AuginasErin Herbruck

Annette Sutherland

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HISTORYPhase 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 EXPERIENCEBuild 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 co-curricular opportunities that are diverse, relevant, and accessible to all students.

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Student ExperienceStudents advocate for their own success

Enriched learning for allAccess to opportunities for all

• 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 AssessmentBest research-based teaching practices

High expectations for all studentsRemoval 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 studentsRemoval of obstacles to learning

• 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 partnersCommunity as connected partners

Community confidence and effective communication• 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 StepsStrategic 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• 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

African-American/Black (%)

European-American/White (%)

Hispanic (%)

Asian/Pacific

Islander (%)

Multiracial (%)

Qualified for

Free/Reduced

Lunch (F/RL) (%)

WithDisabilities

(%)

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

2002-03 2003-04 2004-05 2005-06 2006-07 2007-08 2008-09 2009-10 2010-11 2011-12 2012-130%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

HispAsian/PIMultiREurAm/WhAfrAm/Bl

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International OpportunitiesReasons for TravelStudent ExchangeMarching Band tripChoir/Orchestra trip

Foreign language/social studies classesAthletic competition

Countries VisitedEngland FranceMexico GermanyItaly JapanChina NetherlandsSwitzerland TurkeyCanada Greece

Number of Foreign Exchange Visitors in Last 10 years: 73

Number of Students Traveling Each Spring, 2004-2014

04 05 06 07 08 09 10 11 12 13 14

226

103

55

296

22

157

231

75

44

355

102

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Advanced Placement & International Baccalaureate Course Offerings

2008-09 2009-10 2010-11 2011-12 2012-130

5

10

15

20

25

30

35

40

23 23 23 22 22

17

38 38

AP IB

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Extracurricular Activities and Sports Number of Clubs / Activities

Number of Sports Teams/Clubs

Percent of Students Involved

WoodburyMore than 25 6 plus intramurals 85%

Middle SchoolMore than 45 More than 15 40% in Service, Arts,

and/or Performance

61% in Sports

High SchoolMore than 50 More than 20 40% in Service

44% in Arts46% in Sports27% 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 WoodburyMonday to Thursday 4:30-7:30

270

Woodbury Tutoring Center at WoodburyMonday to Thursday 4:30-7:30

270

Middle School Conference period: Tuesday-Friday, 3-3:45 Tutoring Center:Tuesday-Thursday, 3:45-5:30

254

High School Conference period: Tuesday-Friday, 3-4 Tutoring Center:Tuesday-Thursday, 4-6

289

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MIDDLE SCHOOL COURSE ENROLLMENT IN ENGLISH, GRADE 7

African American European American Free/Reduced Lunch With Disabilities0%

10%20%30%40%50%60%70%80%90%

100%

Percent of Each Group Enrolled at Each Level of Difficulty Quarter 1, 2013-14

General College Prep Honors

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AP Examinations: 2008-2012

Number of Students & Number of Exams Percent of AP Exams Passed with 3 or higher

2008 2009 2010 2011 20120%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

79% 81% 80%73%

83%

2008 2009 2010 2011 20120

100

200

300

400

500

600

700

800

900

1000

370 394 426 444379

882925

988 984

807

Number of Students Number of Exams

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HIGH SCHOOL ACADEMIC COURSE ENROLLMENT: QUARTER 1

AfrAm/Bl EurAm/Wh0%

10%20%30%40%50%60%70%

4%

28%

15%

60%65%

16%18%

1%

ScienceAdvanced

Honors

College Prep

General% of students

AfrAm/Bl EurAm/Wh0%

10%20%30%40%50%60%70%

3%

21%29%

67%61%

10%5%

0%

Math

% of students

AfrAm/Bl EurAm/Wh0%

10%

20%

30%

40%

50%

60%

70%

6%

33%33%

64%

56%

8%5%

0%

English

% of students

AfrAm/Bl EurAm/Wh0%

10%

20%

30%

40%

50%

60%

70%

8%

43%

19%

27%

65%

34%

4%0%

Social Studies

% of students

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Quarter 1 GPA Means (4-point scale) in Academic Subjects: High School

Afr Am/Bl Eur Am/Wh0

0.5

1

1.5

2

2.5

3

3.5

2.3

3.1

2.4

3.1

2.2

3

2.2

3.3

EnglishMathScienceSoc Stu

GPA

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Graduation Rates, 2009 -2012Calculation procedures changed in 2011 per federal requirements

AfrAm/Bl EurAm/Wh Econ Disadv With Disabilities All Students0

10

20

30

40

50

60

70

80

90

100

2008-092009-102010-112011-12

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Board of Education 6 Areas of Focus and Goals

Amy FulfordGreg Hutchings

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Focus Areas• 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

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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

PELP Coherence Framework

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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:– Stakeholders– Culture– Structures– Systems– Resources– Environment

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StakeholdersIndividuals 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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CultureDrives 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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StructuresDefine 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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SystemsProcesses and procedures within the Shaker

Heights City Schools that increase efficiency and effectiveness

Recommendations:– Curriculum Guides– Financial Efficiency

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ResourcesFinancial 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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EnvironmentIncludes a variety of funding sources, local-state-

national 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 StatementTo 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 GoalEvery student engages in the Shaker Experience to

reach their full potential.

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Next Steps

Greg Hutchings

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