Welcome Purpose Greg Hutchings
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Transcript of Welcome Purpose Greg Hutchings
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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
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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
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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
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Woodbury Tutoring Center at WoodburyMonday to Thursday 4:30-7:30
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Middle School Conference period: Tuesday-Friday, 3-3:45 Tutoring Center:Tuesday-Thursday, 3:45-5:30
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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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