SHCSD 2014-19 Strategic Plan: Updated June 2017

STRATEGIC PLAN 2014-19

FOR THE

SHAKER HEIGHTS SCHOOLS

Excellence Excellence Equity Equity Exploration Exploration U P D AT E D J U N E 2 0 1 7

The Plan: The Plan:

Overview Overview OUR

Aspirations

Excellence • Equity • Exploration

THE

Mission O F T H E S C H O O L S

The District will nurture, educate, and graduate students who are civic-minded and prepared to make ethical decisions; who are confident, competent communicators, skillful in problem solving, capable of creative thinking; who have a career motivation and a knowledge of our global and multicultural society.

Vision Shaker is the first-choice school district for all students.

CORE

Values

We believe:

• • • • • •

Each student is valued.

Every student must succeed.

Diversity makes us stronger.

Breadth of experience is vital.

Fiscal responsibility is essential.

We are all accountable.

FROM THE SUPERINTENDENT

Goals

• more pre-kindergarten opportunities •

1. T H E S H A K E R EXPERIENCE

•

Engage all students in an enriching educational experience that enables

•

them to achieve educational milestones and meet high school graduation requirements within four years as fully developed young adults with an entrepreneurial spirit, prepared for success in postsecondary education and careers.

2. C O N T I N U O U S IMPROVEMENT Support the District’s Aspirations, Mission, Vision and Core Values through strategic planning, systems and data analysis, technology infrastructure and professional learning.

3. P O L I C Y Develop and implement policies that align with the District’s Aspirations, Mission, Vision and Core Values and support the Goals of the District’s strategic plan.

4. H U M A N R E S O U R C E S A N D FAC I L I T I E S Recruit and retain high-quality staff with diverse cultural experiences and backgrounds, and provide facilities conducive to high-quality teaching and learning.

5. C O M M U N I C A T I O N Engage school and community stakeholders as active partners.

6. F I N A N C E Ensure efficient and effective use of financial resources while maintaining high-quality educational experiences for all students.

Dear Students, Parents, Staff, Residents, and Friends of the Shaker Schools, The Shaker Heights City School District has just entered its second century of a tradition of academic excellence. This milestone has provided the occasion for a fresh look at what we mean as a community when we commit ourselves to providing a high-quality education for all students. Our Five-Year Strategic Plan, developed with input from hundreds of stakeholders, is the product of that examination.

First and foremost, every child deserves an expert teacher – the most important factor in achievement that is within the control of the schools. Our Plan supports the recruitment and retention of topnotch teachers, keeping them at the top of their educational knowledge and ability through ongoing professional learning, and evaluating them with rigor, support and fairness.

The Shaker Experience goes far beyond the traditional subjects taught in conventional ways. That is why our Strategic Plan reflects the high value that our community places on the arts, handson learning, multicultural experiences, global-mindedness, and co-curricular activities that foster ownership of learning, responsibility and leadership.

As you will see, the plan is highly detailed and we have a great deal of work to do over the next five years. Yet, there are key themes that relate to students, parents, staff, and residents.

What it means for students: deeper, more hands-on learning, with enrichment, rigor, and a global focus for all students fuller engagement in the Shaker Experience, including formal and informal education

• •

and academic supports smoother transitions from one school level to the next more consistent expectations for academic performance and behavior graduating on time, prepared for college and careers

What it means for parents: more consistent and timely communication about student progress and needs more opportunities for two-way communication with the schools greater access to resources to foster student success more opportunities to share expertise with students

• • • •

What it means for staff: greater clarity around the connections between curriculum, best practices, expectations, and outcomes more focused, meaningful professional learning more opportunities for creative collaboration and discussion support for the broader use of technology in instruction, business operations, and data analysis

• • • •

What it means for residents: greater accountability through frequent reports on student achievement, finance, and strategic plan implementation more opportunities to share expertise with students greater community engagement

• • •

I want to thank the 44 members of the Strategic Planning Team and Board of Education as well as the hundreds of Shaker students, staff members, and residents who have offered insights and suggestions. Our Plan is ambitious and we are confident that together we can realize its promise for all students as well as attain all of our strategic goals, while remaining true to our Aspirations, Mission, Vision and Core Values – because We Are Shaker!

Sincerely, Gregory C. Hutchings, Jr., Ed.D. Superintendent of Schools

SHAKER HEIGHTS CITY SCHOOL DISTRICT 2014-19 STRATEGIC PLAN

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Table of Contents

THE CHALLENGE.....................3 T H E O P P O R T U N I T Y.................. 3 D E V E LO P I N G T H E P L A N............ 4 E X E C U T I N G T H E P L A N.. . . . . . . . . . . . . 5 T A R G E T E D O U T C O M E S .. . . . . . . . . . . . . 5 PAT H W AY T O S U C C E S S . . . . . . . . . . . . . 6 - 7 G O A L S . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8 - 39 G L O S S A R Y O F T E R M S . . . . . . . . . . . . . . . 40 A C K N O W L E D G M E N T S . . . . . . . . . . . . . . . 41

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THE CHALLENGE

THE OPPORTUNITY

Shaker Heights has a long history of educational excellence and unparalleled community support for its schools. Students are afforded opportunities found in few public schools across the country: experienced and highly educated faculty members; a wide range of courses, including the greatest number of Advanced Placement courses in the region; enrichment for all through the adoption of the International Baccalaureate Programme at all grade levels; superior fine and performing arts programs; exposure to other cultures through student exchanges and travel opportunities; a strong library program, and a range of co-curricular activities that foster leadership and personal development. These opportunities define the Shaker Experience.

Several recent events have converged that make this an opportune time to embark on a new strategic plan:

To succeed in the 21st century, every Shaker graduate will need a high level of skill in communication, collaboration, critical thinking, creativity, appreciation of diversity, and the use of technology – in addition to knowledge in the traditional content areas and the ability to adapt in a rapidly changing global environment.

• The District’s adoption of the International

Baccalaureate Programme at every grade level establishes a coherent framework for best pedagogical practices and for 21st-century skills in all classrooms.

• Abundant data are now available on student

performance, perceptions of school climate, and participation in activities.

• The prior strategic plan, having concluded its third year of implementation, has provided valuable experience and information on which to build.

• Through surveys, focus groups, and interviews, we have a wealth of information about what parents, students, teachers, staff, and residents value most and want to see reflected in the schools.

• The arrival of a new superintendent with experience in strategic planning provides for a fresh look at the District’s challenges and opportunities.

The Shaker Experience is working for many students. Our students’ SAT scores and college admissions are enviable, as are their accomplishments in the arts, academic competitions, and other indicators of quality.

• New systems for evaluating staff members give us

However, for others, the Shaker Experience is not currently providing sufficient rigor and engagement for success in college and careers. Specifically, we see achievement gaps between African-American students and those of other races; between students who are economically disadvantaged and those who are not; between students with disabilities and students who are not disabled. We also need to continue to stretch students who are already achieving at high levels and students “in the middle.”

• The passage of a 6.9-mill operating levy in May 2014

Our challenge, in short, is to refine and re-invigorate what is working well for our students, improve or replace what is not, and fill voids. At the same time, we must accomplish this in a way that is financially sustainable and responsible.

If Shaker is to remain a school district of choice, we must prepare all of our students for success in the 21st century economy and for a lifetime of responsible citizenship. To achieve these ends, we must set high expectations for all and hold every student and staff member accountable for high performance. Our students and community deserve no less.

insight into our teachers’ strengths and help define the professional learning needed to provide every student with an expert teacher. provides resources for the essential groundwork that will lead to significant and sustainable progress.

The District also has the benefit of longstanding, mutually supportive working relationships with the City of Shaker Heights and several civic and business organizations.

These relationships permit us to provide additional resources, such as out-of-school programs, innovative educational options, enrichment, and additional technology for our students.

Our challenge is based on the data, which reveal areas in which we need to improve. The data also present us with an opportunity to design and measure change where change is warranted.

SHAKER HEIGHTS CITY SCHOOL DISTRICT 2014-19 STRATEGIC PLAN

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DEVELOPING THE PLAN This strategic plan is the successor to the plan developed in 2011 after extensive public input through more than 900 stakeholder interviews. As the new superintendent assumed leadership of the District in 2013, that strategic plan was extended into the 2013-2014 school year with minor revisions.

Superintendent Gregory C. Hutchings, Jr., Ed.D., discussed strategic planning issues in workshops with Board of Education members and collaboratively launched a new, more comprehensive strategic planning project in February 2014, for a five-year plan to be adopted in June 2014. The Board and Superintendent agreed on six Areas of Focus for the new strategic plan: 1. Shaker Experience – Academics, school climate, and out-of-school activities that make up the student experience in the Shaker schools 2. Continuous Improvement – The institutional commitment to ongoing self-examination and betterment 3. Policy – Formal, Board-adopted policies that guide the daily work of the schools 4. Human Resources and Facilities – The commitment to providing students with the best possible staff and physical environment for learning 5. Communications – Open, two-way communication between and among staff, students, parents, and residents 6. Finance – Obtaining the maximum value for every dollar spent The Areas of Focus were based on several sources of information, including:

• Community-wide input gathered during the planning process for the 2011-13 Strategic Plan;

• Extensive public interviews to develop a Leadership Profile during the 2012-13 search for a new Superintendent;

• Public outreach and comprehensive observation by

the superintendent of District buildings, departments, and operations during his first 90 days in the position;

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• Annual goals jointly established by the Board of Education and superintendent at a workshop in January 2014;

• Student milestones to measure educational outcomes from kindergarten through High School graduation and document post-secondary accomplishments; and

• A strategic plan from the Syracuse City School District in

New York, which Dr. Hutchings identified as an exemplar.

Community involvement and transparency have been high priorities for the strategic planning process. The District established a 44-member Strategic Planning Team composed of a diverse and talented group of community members, parents, students, and faculty and staff members (list on inside back cover).

The District elected not to hire an outside facilitator, and the Strategic Planning Team was led collaboratively by the superintendent, school administrators and Board of Education representatives.

Board member Amy H. Fulford was selected to serve on the team because of her professional training and career involvement in strategic planning. Board member Annette Tucker Sutherland was selected for the team because of the leadership role she played in the prior strategic plan. Board members Fulford and Sutherland have met continuously with Dr. Hutchings and his administrative team to create the Strategic Planning meeting agendas and document the team’s progress.

The District also solicited community input through a dedicated e-mail address on the strategic planning webpage. The webpage for the Strategic Plan also provided copies of meeting pre-work, agendas and materials. To further encourage community involvement, the Strategic Planning Team meetings were open to the public. In addition, representatives of the Strategic Planning Team provided updates at Board meetings in March, April and May. The Strategic Planning Team met five times between February 1 and April 30. The team reviewed data compiled

“

My wish for Shaker students is…

by the staff, input and recommendations from the superintendent’s 90-Plan and initial Quarterly Report on student data, as well as the exemplar plan from the Syracuse City School District. The team grappled with tough questions about the District’s performance and priorities, both in small groups and as an entire team.

Two meetings were specifically devoted to the topic of the Shaker Experience. The team discussed the positive aspects of the District’s academic and social environment identified and prioritized the areas that are most in need of improvement, and discussed the best ways to demonstrate improvement. There were refreshing, courageous and authentic discussions about many topics including the reality of the achievement gap and how it can be improved, the extent to which discipline is equitable and the importance of all adults – teachers, parents, administrators and mentors – having high expectations for all students.

Student voice has been an important element in the planning process. In addition to the two student representatives on the Strategic Planning committee, students have had opportunities for input through the Superintendent’s Student Advisory Committee and a symposium organized by the Student Group on Race Relations and Minority Achievement Committee.

On May 13, the Board of Education conducted a “gallery walk” in which members of the subcommittee for each Area of Focus described their processes and conclusions.

The Board members’ comments and recommended changes have been incorporated into the final plan, which was adopted on June 24. The Board met on July 18 to finalize the Aspirations, Mission, Vision and Core Values.

The superintendent appointed teams of faculty, staff and administrators with the appropriate expertise and responsibility to develop the implementation timelines for each of the initiatives. The implementation timelines contained in this document identify key action steps.

The administration will report regularly on progress.

EXECUTING THE PLAN The Plan is intended to be a roadmap that will guide the actions and decision-making of schools and the District over the next five years. The District believes it is important to have a strong, coherent Plan, but recognizes that consistency and fidelity of implementation are even more important.

In addition to the strategic initiatives and action plans stated in this document, it must be recognized that the District is responsible for implementation of state and federal mandates such as: Ohio Teacher and Principal Evaluation System

...that they always get to feel excited about learning.”

Ellen Battle, Fernway teacher

Third Grade Reading Guarantee Common Core and State Standards Student Assessments District resource allocation decisions, particularly those related to the annual budget, will need to be aligned with Plan priorities and made through a transparent process. In some areas, District leadership will need to sequence and scale changes over time, starting with pilots in a small number of schools, demonstrating success and then expanding.

The District will also recognize that different schools may require different strategies and resources. The District leadership will continue to engage staff at all levels in planning and decision-making related to their work.

Parents, too, will be encouraged to partner with the District as the plan is implemented, and to help us remain on course. Parent concerns about the plan, its implementation, and its impact on a particular student should be addressed to the teacher or building principal.

TA R G E T E D O U TCO M E S The District will hold itself accountable by monitoring and reporting on the progress of students using the measures described on the following two pages.

Because new state-required tests will go into effect in the 2014-15 school year, baselines will be established after the results from those tests are available. Prior to the start of the 2015-2016 school year, improvement targets will be identified using the baselines established. Each year the District will report on student progress on each of the milestones. Over the next five years, the District intends to meet or exceed all of the targets.

SHAKER HEIGHTS CITY SCHOOL DISTRICT 2014-19 STRATEGIC PLAN

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Milestone

Measure

W H AT A R E W E A I M I N G F O R ?

HOW WILL WE MEASURE IT?

P R E PA R E D F O R K I N D E R G A R T E N C U R R I C U LU M

% of students with early childhood educational experiences

R E A D I N G TO L E A R N AT T H E E N D OF 3RD GRADE

% of students proficient in English/Language Arts on the annual state and/or District assessments

P R E PA R E D F O R U P P E R E L E M E N TA R Y AT T H E E N D O F 4 T H G R A D E

% of students proficient in English/Language Arts, Mathematics, Science and Social Studies on the annual state and/or District assessments

P R E PA R E D F O R M I D D L E S C H O O L AT T H E E N D O F 6 T H G R A D E

% of students proficient in English/Language Arts, Mathematics, Science and Social Studies on the annual state and/or District assessments

P R E PA R E D F O R H I G H S C H O O L AT T H E E N D O F 8 T H G R A D E

% of students proficient in English/Language Arts, Mathematics, Science and Social Studies on the annual state and District assessments % of students at or above the referenced mean of the ASPIRE assessment % of 8th grade students who pass the end-of-course exams required by the state at this grade level

Pathway to Success

Prepared for kindergarten curriculum 6

Reading to learn at the end of 3rd grade

Prepared for upper elementary at the end of 4th grade

Prepared for middle school at the end of 6th grade

Prepared for high school at the end of 8th grade

Milestone

Measure

W H AT A R E W E A I M I N G F O R ?

HOW WILL WE MEASURE IT?

O N T R AC K AT T H E E N D O F 9 T H G R A D E TO G R A D UAT E I N 4 Y E A R S

% of 9th grade students who have both: Passed the end-of-course assessments required by the state at this grade level Successfully completed > 5.5 credits % of students at or above the referenced mean of the ASPIRE assessment

R E A DY F O R CO L L E G E A N D C A R E E R S U CC E S S AT T H E E N D O F 11 T H G R A D E

% of 11th grade students who have: Passed the end-of-course assessments required by the state at this grade level Scored at or above the state-established cut score for the ACT or SAT Scored 3 or higher on Advanced Placement exams and 4 or higher on International Baccalaureate exams in grades 10, 11 and 12 Successfully completed > 16.5 credits

G R A D UAT I N G F R O M H I G H S C H O O L IN 4 YEARS

% of students in entering 9th grade cohort who graduated 4 years later (not including transfers to other districts)

C A R E E R , CO L L E G E , O R T E C H N I C A L SCHOOL ENROLLMENT

% of graduates enrolling in a 2 or 4 year college or other postsecondary school within 8 months of graduation or enlisted in a branch of the military

C A R E E R PAT H S F O R G R A D UAT E S A F T E R CO L L E G E O R P O S T S E CO N D A R Y PROGRAMS

Alumni database information on careers

On track at the end of 9th grade to graduate in 4 years

Ready for college and career success at the end of 11th grade

Graduating from high school in 4 years

Career, college, or technical school enrollment

Career paths for graduates after college or post secondary programs 7

Goal 1

Goal 1

OUR COMMITMENT: Every student, every day, will have the benefit of a rigorous curriculum, engaging instruction tailored to individual needs, and enriching experiences both in and out of the classroom.

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SHAKER.ORG

Goal 1 THE SHAKER EXPERIENCE Engage all students in an enriching educational experience that enables them to achieve educational milestones and graduate from high school within four years as fully developed young adults, prepared for success in post-secondary education and careers.

S T R AT E G I C I N I T I AT I V E S Academic Achievement 1.1 Implement the International Baccalaureate (IB) Programme and philosophy in every school and classroom.

The IB Programme prepares students for a lifetime of achievement by:

• • •

Providing an educational experience in inquiry-based learning through hands-on experiences, interdisciplinary studies and ownership of learning Supporting a challenging curriculum with a global perspective to emphasize the skills needed to be successful in the 21st Century Developing key student attitudes, learner attributes, and service learning at all levels

• •

Preparing all students to challenge themselves, improve their skills, and meet their potential Ensuring that all students are prepared for successful entry into college/career

Supporting Personal Growth 1.6 Implement a core set of expectations that are consistently modeled/positively reinforced equitably for all students.

A core set of expectations improve academic achievement and personal growth by:

• •

Ensuring that disciplinary support and interventions are provided equitably for all students Developing a culturally and emotionally responsive community

1.2 Adopt a common repertoire of highly effective teaching practices with a multicultural focus.

•

Highly effective teaching practices increase academic achievement for all students by:

1.7 Create an institutional environment for all students free of barriers to opportunity, knowledge and achievement.

• • •

Increasing concept mastery and fostering problem solving Allowing for instructional flexibility for the teacher to best support students’ needs Engaging students in learning that results in mastery of the curriculum

1.3 Build a system of school-based and community-based experiences to support the academic achievement of all students.

School-based academic supports increase academic achievement and personal growth for all students by:

• • •

Reinforcing the curriculum and students’ organizational and study skills Embracing the continual evaluation and improvement of academic supports to assure effective and efficient use of resources Building partnerships in the community to address student needs and promote increased learning

1.4 Use assessment and data to make informed decisions.

Equipping educators to use assessment data improves academic achievement by:

• • •

Providing opportunities to use valid data about learning to measure achievement and guide instruction Enabling educators to monitor and manage student progress over time Building measures to inform stakeholders

1.5 Collaboratively develop and consistently implement comprehensive curriculum that aligns with rigorous academic standards.

A comprehensive and consistent curriculum increases academic achievement of all students by:

Maintaining a safe and nurturing learning environment

Access to opportunities and knowledge increases academic achievement and personal growth by:

• • • •

Effectively addressing the diverse needs of diverse students Encouraging students to be self-sufficient contributors to society Supporting all students in exploring the breadth of opportunities in the Shaker Experience Supporting the transition of new students into the District

1.8 Establish a learning environment where students advocate for their own success and are provided with the tools to succeed.

Equipping students to advocate for their own success increases academic achievement and personal growth by:

• • •

Instilling self-control, self-efficacy and self-confidence in all students Encouraging students to be accountable for their own success Empowering students to take advantage of all that Shaker has to offer

Experiences beyond the classroom 1.9 Enrich learning and cultivate personal growth for all students through experiences beyond the classroom Participating in experiences outside the classroom (e.g. athletics, arts and culture, academic pursuits, special interest clubs, entrepreneurship and civic endeavors) increases academic achievement and personal growth by:

• • •

Promoting self-discovery and engaged learning Helping students understand the connections between learning and the broader world Encouraging students to pursue a balanced and purposeful life

SHAKER HEIGHTS CITY SCHOOL DISTRICT 2014-19 STRATEGIC PLAN

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Goal 1

|

Timeline

S T R AT E G I C I N I T I AT I V E 1 . 1 Implement the International Baccalaureate (IB) Programme and philosophy in every school and every classroom.

2014-15

1.

Incorporate the IB philosophical framework into every aspect of the District’s culture to affect all students, staff, parents and community

2.

Implement the IB principles and practices in all grades pre-K through 12 classrooms. (Primary Years Programme, Middle Years Programme, Diploma Programme)

3.

Embrace the philosophy and culture of IB as a means of ensuring a global education for all students

2015-16

2016-17

2017-18

2018-19

2017-18

2018-19

S T R AT E G I C I N I T I AT I V E 1 . 2 Adopt a common repertoire of highly effective teaching practices with a multicultural focus.

2014-15

10

1.

Implement a District-wide set of common research based effective practices that will be used in every classroom. (e.g., differentiated instruction, collaborative learning, inquiry model, questioning skills, rubrics/exemplars, learning objectives, active participation)

2.

Refine teaching strategies to effectively meet all student needs

3.

Identify technological tools to support and enhance instruction. (e.g., tablets, laptops, smartboards)

4.

Embed technological approaches appropriately into daily instruction in all classrooms

SHAKER.ORG

2015-16

2016-17

5.

Define District expectations for academic stamina, rigor and persistence

6.

Design innovative instructional programs and practices to meet the varied needs of our learners (e.g., Online learning center, flipped classrooms, blended learning)

7.

Implement instructional strategies and innovative learning experiences that challenge all students by promoting academic stamina, rigor and persistence

S T R AT E G I C I N I T I AT I V E 1 . 3 Build a system of school-based and community-based experiences to support the academic achievement of all students.

2014-15

1.

Evaluate current initiatives and academic support systems for students. (e.g., tutoring centers, study groups, instructional coaches)

2.

Implement a District-approved and robust system of supports to reach the needs of all students

3.

Solicit the assistance of community members and organizations to elevate the academic growth of students

4.

Expand pre-K opportunities within the District and the surrounding community to ensure all students are ready to succeed in kindergarten

5.

Enhance summer offerings to provide both enrichment and academic support opportunities

2015-16

2016-17

2017-18

2018-19

SHAKER HEIGHTS CITY SCHOOL DISTRICT 2014-19 STRATEGIC PLAN

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Goal 1

|

Timeline

S T R AT E G I C I N I T I AT I V E 1 . 4 Use assessment and data to make informed decisions.

2014-15

1.

Identify purposeful, formative and summative assessment practices that reflect a common philosophy across the District (e.g., at the start, during and the end of lessons/units)

2.

Select and design formative and summative assessments that are aligned to instructional goals and student needs

3.

Implement District-wide formative assessments to make instructional decisions for individuals and groups of students (e.g., during lessons)

4.

Implement District-wide summative assessments to determine student attainment of instructional goals and to reflect and guide future instruction (e.g., at the conclusion of lessons/units)

5.

Provide timely and meaningful feedback in all classrooms as a main component in helping students improve their academic success (e.g., descriptive and written)

2015-16

2016-17

2017-18

2018-19

S T R AT E G I C I N I T I AT I V E 1 . 5 Collaboratively develop and consistently implement comprehensive curriculum that aligns with rigorous academic standards.

1.

2.

12

Develop curriculum maps, curriculum guides, and units of study that embrace the framework of the IB philosophy and are based on adopted state standards to delineate student academic goals pre - K thru 12 Incorporate real world experiences and applications into everyday learning

SHAKER.ORG

2014-15

2015-16

2016-17

(English Language Arts)

(Science)

(Social Studies)

2017-18

2018-19

S T R AT E G I C I N I T I AT I V E 1 . 6 Implement a core set of expectations that are consistently modeled/positively reinforced equitably for all students.

1.

2014-15

2015-16

2016-17

(Principals, Central Office, Teachers, Leaders)

(Faculty and Staff)

(Students and Parents)

2017-18

2018-19

Develop District-wide protocols, philosophies, and implementation plan regarding social, emotional and behavioral growth. (e.g., proactive and reactive) ( U P D AT E D J U N E 2017 )

2.

Implement District-wide protocols regarding social, emotional and behavioral growth ( U P D AT E D J U N E 2 0 1 7 )

3.

Evaluate and revise District-wide protocols regarding social, emotional and behavioral growth

4.

Implement professional learning for faculty and staff on cultural proficiency

5.

Review and expand community partnerships and summer enrichment opportunities to support positive behavior of all students. (e.g., Youth Center, Library, Bellefaire, etc.)

“

My wish for Shaker students is… …that they have such a great experience that they come back after college and live in Shaker and send their kids here … and hopefully create generations and generations of Shaker families.”

Olivia Hamilton, High School student

SHAKER HEIGHTS CITY SCHOOL DISTRICT 2014-19 STRATEGIC PLAN

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Goal 1

|

Timeline

S T R AT E G I C I N I T I AT I V E 1 . 7 Create an institutional environment for all students free of barriers to opportunity, knowledge and achievement.

2014-15

1.

Identify barriers to opportunity, knowledge and achievement (e.g., transportation, length of day, technology in the home, nutrition, etc.)

2.

Develop a plan to remove the barriers

3.

Implement the plan to remove the barriers

4.

Develop a plan to establish consistent grading and homework practices/protocols

5a.

5b.

2015-16

2016-17

2017-18

2018-19

(K-4 grades)

(5-8 grades)

(9-12 grades)

(9-12 grades)

(5-12 grades)

(5-12 grades)

Implement consistent homework practices/protocols ( U P D AT E D J U N E 2017 )

Implement consistent grading practices/protocols ( U P D AT E D J U N E 2017 )

(K-4 grades)

S T R AT E G I C I N I T I AT I V E 1 . 8 Establish a learning environment where students advocate for their own success and are provided with the tools to succeed.

2014-15

14

1.

Develop a culture of community among all involved in our schools (e.g., safety and security, everyone owns our students, connections with parents, mentoring, etc.)

2.

Increase the use of goal setting at all grade levels (e.g., as a component of parent-student-teacher conferences, improve the developmental appropriateness at different levels, etc.)

3.

Develop and implement a District-wide exit survey/ reflection piece completed by each student at the end of each school year where they reflect on their learning and their hopes for the following year ( U P D AT E D J U N E 2 0 1 7 )

SHAKER.ORG

2015-16

2016-17

2017-18

2018-19

4.

Expand the student-to-student mentoring programs District-wide (e.g., high school students with elementary students, within schools, etc.)

S T R AT E G I C I N I T I AT I V E 1 . 9 Enrich learning and cultivate personal growth for all students through experiences beyond the classroom.

2014-15

1.

Investigate ways to remove barriers to student participation in co-curricular activities (e.g., diversity, finances, family situations, transportation, etc.)

2.

Implement a plan to remove barriers to student participation in co-curricular activities

3.

Develop and implement a plan to encourage student participation in at least one co-curricular activity per year starting in 5th grade ( U P D AT E D J U N E 2 0 1 7 )

4.

Develop a District-wide plan to expose all students to college, careers and related expectations

5.

Implement a District-wide program to expose all students to college, careers and related expectations

6.

Create a District-wide electronic and searchable resource of opportunities for students’ culminating projects (exhibition, personal project, CAS, senior project) ( U P D AT E D J U N E 2017 )

2015-16

2016-17

2017-18

2018-19

“

My wish for Shaker students is… …that as students and graduates they all have the motivation they need to achieve all that they want and need to do.”

Jennie Kaffen, parent

SHAKER HEIGHTS CITY SCHOOL DISTRICT 2014-19 STRATEGIC PLAN

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Goal 2

Goal 2

OUR COMMITMENT: Every employee will provide consistently superior service to students, parents, community members, and colleagues in every facet of school operations.

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SHAKER.ORG

Goal 2 CONTINUOUS IMPROVEMENT Support the Aspirations, Mission, Vision and Core Values of the District through strategic planning, systems and data analysis, technology infrastructure, and professional learning.

S T R AT E G I C I N I T I AT I V E S 2.1 Develop, monitor and evaluate the implementation of the five-year Strategic Plan.

Evaluating the administration of the five-year Strategic Plan on an ongoing basis will facilitate continuous improvement by:

• • •

Providing a common focus aligned with the District’s Mission and goals Ensuring consistency of implementation Providing a culture of accountability to ensure adherence to the plan

An integrated system of data facilitates continuous improvement by:

• •

Technology can provide new opportunities for student learning and achievement and streamline the ways we do business by:

• •

2.2 Develop an accessible and integrated system to input, monitor, utilize and analyze student data.

•

2.3 Establish District-wide expectations to implement and monitor the use of technology tools to support instruction and organizational efficiency.

Optimizing our ability to access a wide array of data to more effectively serve our students Analyzing data from a variety of sources in order to more effectively determine how to address the instructional needs of students (individually/collectively) Enabling robust analyses based on a variety of sources that ensures the validity of the District’s data

Providing tools to support students in developing 21st century learning skills for success in school, college, and career endeavors.

Maximizing the ability of school staff and faculty to perform their duties and share information.

2.4 Expand professional learning opportunities that align with District goals and meet individual learning needs, tracking participation and evaluating effectiveness.

Professional learning aligned with the District’s strategic plan fosters continuous improvement for every staff member by:

• • •

Enabling staff to participate in a variety of high quality learning experiences (e.g., web based, conferences, coaching, book studies) Monitoring and evaluating the effectiveness and relevance of professional learning opportunities Building capacity among teachers to share knowledge and increase collaboration

“

My wish for Shaker students is… …for all students to enjoy an equitable and amazing learning experience.”

Ilka Nieves, Middle School teacher

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Goal 2

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Timeline

S T R AT E G I C I N I T I AT I V E 2 . 1 Develop, monitor and evaluate the Implementation of the five-year Strategic Plan.

2014-15 1.

Educate staff, parents, and the community about the strategic plan in a consistent and ongoing manner

2.

Incorporate items to evaluate the administration of the strategic plan into future student, staff, and community survey instruments

3.

Create work plans that align and are consistent with the strategic initiatives

4.

Review and revise work plans for fidelity and consistent implementation of the strategic plan

5.

Use data collection systems to evaluate the consistency of implementation of the strategic plan in all buildings and all classrooms

6.

Review the progress toward the strategic plan measures each year and revise plan as appropriate

7.

Review the existing strategic plan for revisions/content of the next five-year strategic plan

2015-16

“

2016-17

2017-18

My wish for Shaker students is… …to find their passion and be prepared to do what they want to do after high school.”

Benjamin Silberman, High School student

18

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2018-19

S T R AT E G I C I N I T I AT I V E 2 . 2 Develop an accessible and integrated system to input, monitor, utilize and analyze student data.

2014-15

1.

Inventory currently used PreK-12 assessment measures and the capabilities of the current student information system

2.

Select assessment tools which impact instruction and discontinue assessment measures that no longer fit instructional needs

3.

2015-16

2016-17

2017-18

2018-19

Create a District-wide timeline to ensure a balance of standardized, diagnostic and curriculum-based assessments with a primary focus on instruction, coordinated and aligned perspective from PreK-12 ( U P D AT E D J U N E 2017 )

4.

5.

Research and select an instructional improvement system (data warehouse) to readily allow student data to easily be used to guide instructors ( U P D AT E D J U N E 201 7 ) Research and select a student information system that will interface with the instructional improvement system and provide increased communication between all constituent groups (students, staff and parents) ( U P D AT E D J U N E 2017 )

6.

Implement the selected instructional improvement system (data warehouse) and student information system ( U P D AT E D J U N E 2017 )

7.

Implement teacher professional learning on assessment tools, student information system, and instructional improvement system ( U P D AT E D J U N E 2017 )

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Goal 2

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Timeline

S T R AT E G I C I N I T I AT I V E 2 . 3 Establish District-wide expectations to implement and monitor the use of technology tools to support instruction and organizational efficiency.

2014-15

20

1.

Review and revise the District technology plan

2.

Inventory, review and determine a standard set of technology tools and software for both instructional and operational needs

3.

Research and select a common learning management system to assist teachers in facilitating the delivery of course content ( U P D AT E D J U N E 2017 )

4.

Audit and monitor current and emerging technologies

5.

Adopt a process for implementing new technology and for abandoning current technology that does not directly support the technology plan

6.

Implement a personalized learning center

7.

Expand the use of the personalized learning center

SHAKER.ORG

2015-16

2016-17

2017-18

2018-19

S T R AT E G I C I N I T I AT I V E 2 . 4 Expand professional learning opportunities that align with District goals and meet individual learning needs, tracking participation and evaluating effectiveness.

2014-15

1.

Develop a comprehensive professional learning calendar aligned to the District’s strategic plan and teachers’ Annual Professional Growth Plan goals

2.

Implement My Learning Plan software to improve the monitoring and evaluation of professional learning

3.

Determine and provide core professional learning requirements for new teachers

4.

Review the data in My Learning Plan and make adjustments accordingly

5.

Expand opportunities for teacher leaders to support the professional learning of colleagues

6.

Develop and implement a process for teachers who attend professional learning activities outside of the District to share their learning with colleagues

7.

Expand the use of PD360 software for 24/7 online professional learning opportunities ( U P D AT E D J U N E 2 0 1 7 )

2015-16

2016-17

2017-18

2018-19

(program evaluated & replaced with MyLearningPlan)

“

My wish for Shaker students is… …that they all have access to a rich and dynamic curriculum that is able to meet their individual learning needs.”

Ayesha Hardaway, parent

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Goal 3

Goal 3

OUR COMMITMENT: The District’s Aspirations, Mission, Vision and Core Values for students will drive Board of Education policies, administrative practices, and planning.

22

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Goal 3 POLICY Develop and implement policies that align with the District’s Aspirations, Mission, Vision and Core Values and support the goals of the District’s strategic plan.

S T R AT E G I C I N I T I AT I V E S 3.1 Maintain a Board-adopted policy manual that reflects current state and federal mandates and supports the District’s Aspirations, Mission, Vision and Core Values by reinforcing the important aspects of a Shaker education.

The policies support the District’s Aspirations, Mission, Vision and Core Values by:

• •

Articulating principles, expectations and aspirations for a framework of practices Promoting transparency and accountability in all policies

3.3 Publish Board-adopted policies and administrative guidelines that are clear and accessible to all stakeholders.

Clear communication of policies and administrative guidelines assists in the understanding of the District’s Aspirations, Mission, Vision and Core Values by:

• •

Employing technology and other communication methods to enhance accessibility Enhancing efficiency of modification, publication, distribution and implementation

3.2 Maintain a clear set of administrative guidelines that inform common practices across the District resulting in consistent implementation of policies.

The guidelines promote equity and rigor for all students by:

• •

Ensuring all staff have high expectations Focusing resources on a high quality Shaker Experience

S T R AT E G I C I N I T I AT I V E 3 . 1 Maintain a Board-adopted policy manual that reflects current state and federal mandates and supports the District’s Aspirations, Mission, Vision and Core Values by reinforcing the important aspects of a Shaker education.

2014-15 1.

Conduct a complete audit of the current policy manual

2.

Develop a system to revise and update policy manual on quarterly basis

3.

Identify District practices that demonstrate compliance with school board policies

2015-16

2016-17

2017-18

2018-19

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Goal 3

|

Timeline

S T R AT E G I C I N I T I AT I V E 3 . 2 Maintain a clear set of administrative guidelines that inform common practices across the District resulting in consistent implementation of policies.

2014-15 1.

Conduct a complete audit of administrative guidelines manual

2.

Develop a system to revise and update administrative guidelines manual

3.

Identify District practices that demonstrate compliance with administrative guidelines

2015-16

2016-17

2017-18

2018-19

S T R AT E G I C I N I T I AT I V E 3 . 3 Publish Board-adopted policies and administrative guidelines that are clear and accessible to all stakeholders.

2014-15

24

1.

Investigate all applications available through BoardDocs software program

2.

Implement selected applications in BoardDocs program

3.

Develop an ongoing system to revise and update changes to information contained in BoardDocs

4.

Establish communication vehicles to ensure understanding of policies and guidelines by all stakeholders

SHAKER.ORG

2015-16

2016-17

2017-18

2018-19

“

My wish for Shaker students is… …that they will be encouraged to embrace opportunities while at Shaker and be prepared to embrace challenges after Shaker.”

Jennifer Goodall, parent

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Goal 4

Goal 4

OUR COMMITMENT: We will surround our students with caring and capable adults in an environment that cultivates learning.

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Goal 4 H U M A N R E S O U R C E S A N D FAC I L I T I E S Recruit and retain high-quality staff with diverse cultural experiences and backgrounds, and provide facilities conducive to high quality teaching and learning.

S T R AT E G I C I N I T I AT I V E S

•

4.1 Develop and implement a recruiting program in order to recruit a high quality staff with diverse cultural representation.

A diverse, high quality staff increases student achievement by:

• • •

Enabling Shaker’s diverse students to interact and identify with adults from different cultural backgrounds and experiences Providing all students with adults who are role models for diversity, acceptance, achievement, encouragement and support

•

Consistently providing students and families the highest quality educational experiences Attracting and retaining “expert teachers” and committed, highly competent administrators and staff

A well-trained faculty and staff will enhance professional growth and student achievement by:

• •

Increasing the level of cultural proficiency within the entire Shaker faculty and staff Building capacity within the faculty and staff to work effectively with students from all backgrounds

• •

Fostering positive staff morale and promoting retention

4.3 Design a comprehensive, role-specific, individualized cultural proficiency training program for faculty, staff, students and parents.

4.4 Develop and maintain organizational structures that support District-wide efficiency and effectiveness.

•

Promoting global awareness within the culture and climate of the entire District

Retaining high quality staff promotes student achievement by:

• •

Providing faculty and staff with high-quality professional learning to promote positive student experiences

Strengthening organizational structures provides the support needed to advance student achievement by:

4.2 Develop a rigorous plan to retain quality staff.

•

•

Enabling students, families, and community members to consistently have positive experiences with all faculty and staff

Promoting organizational efficiency in order to maximize cost savings while maintaining high quality educational programs and services Maintaining and continuing our record of strong fiscal responsibility Streamlining administrative leadership functions and operations Effectively utilizing human and operational resources

4.5 Develop a comprehensive capital improvement plan that uses a proactive and creative approach to prioritize innovations and improvements with associated costs.

Maintenance and efficient use of high-quality facilities support student achievement by:

• •

Examining how the District can maintain the character and quality of our unique buildings and grounds while meeting the educational needs of students of the future Assessing the current condition and utilization of space in all District facilities in order to anticipate maintenance, capital improvements and capital needs

S T R AT E G I C I N I T I AT I V E 4 . 1 Develop and implement a recruiting program in order to recruit a high quality staff with diverse cultural representation.

2014-15 1.

Revise and increase consistency of interview processes for all positions

2.

Develop a comprehensive HR Recruitment Plan

3.

Implement HR Recruitment Plan

4.

Assess impact of Recruitment Plan and revise as needed

2015-16

2016-17

2017-18

2018-19

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Goal 4

|

Timeline

S T R AT E G I C I N I T I AT I V E 4 . 2 Develop a rigorous plan to retain quality staff.

2014-15 1.

Investigate non-monetary strategies to retain employees

2.

Survey teachers regarding incentives and possibilities

3.

Develop a process to gather data from staff as they leave the District

4.

Redesign our new teacher orientation prior to start of school

5.

Implement newly redesigned new teacher orientation to start of school

6.

Increase administrative interactions with non-instructional staff

2015-16

2016-17

2017-18

2018-19

S T R AT E G I C I N I T I AT I V E 4 . 3 Design a comprehensive, role-specific, individualized cultural proficiency training program for faculty and staff.

2014-15

28

1.

Implement cultural proficiency training with the administrative team

2.

Implement cultural proficiency training with teachers and identify teacher trainers for future needs

3.

Establish and implement a train-the-trainer model starting with new teachers

4.

Provide cultural proficiency training to support staff

5.

Develop and implement a customer service plan for all visitors to our buildings

SHAKER.ORG

2015-16

2016-17

2017-18

2018-19

S T R AT E G I C I N I T I AT I V E 4 . 4 Develop and maintain organizational structures that support District-wide efficiency and effectiveness.

2014-15

1.

Assess staffing levels for all departments and buildings • Administration • Departments • Schools

2.

Plan for changes in staffing levels

3.

Implement planned changes regarding staffing levels

4.

Develop a plan to transition to comprehensive Human Resources Department

5.

Implement the plan to transition to comprehensive Human Resources Department

6.

Examine and implement new process to acquire and manage substitute teachers

2015-16

2016-17

2017-18

2018-19

S T R AT E G I C I N I T I AT I V E 4 . 5 Develop a comprehensive facilities plan that uses a proactive and creative approach to prioritize innovations and improvements with associated costs.

2014-15 1.

Conduct a comprehensive facilities study

2.

Prioritize projects from facilities study based on District needs and financial resources

3.

Execute projects per prioritized schedule, subject to availability of resources

2015-16

2016-17

2017-18

2018-19

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Goal 5

Goal 5

OUR COMMITMENT: We will keep students, parents, staff members, residents, and Greater Cleveland opinion leaders informed about the schools and seek their participation.  

30

SHAKER.ORG

Goal 5 C O M M U N I C AT I O N Engage school and community stakeholders as active partners.

S T R AT E G I C I N I T I AT I V E S 5.1 Engage and support the use of multiple methods of communication among and between parents, students and District staff.

5.3 Expand and enrich the active partnerships between the District and the residents, businesses, and community and civic organizations.

Open and active communication among all District stakeholders supports student achievement by:

Active partnerships in the Greater Cleveland community will increase collaboration and student achievement by:

• • • •

Facilitating opportunities for parents to voice their needs and concerns with District staff Equipping school stakeholders with valuable information through collaborative interactions Increasing the use of technology to support communication regarding student achievement Obtaining support for District initiatives

5.2 Speak with a unified voice about the District’s Aspirations, Mission, Vision and Core Values, initiatives, expectations, strengths and areas for growth.

Clear, consistent, and timely communication from the District supports student achievement by:

• • •

Informing the community about the value of the Shaker Experience Empowering the community with valuable achievement data to help them support the District and our students Marketing the Shaker Heights City Schools to prospective residents and private school families, thus ensuring future enrollment and increasing the number of stakeholders

• • • •

Leveraging the talents of Shaker residents to engage students in academics, career exploration, community service, and entrepreneurship Enlisting parents, residents, alumni, businesses and non-profit partners to help enrich the educational programs and fulfill unmet needs Securing non-tax resources to support student learning experiences Including representatives from the community in the decision-making process

5.4 Communicate regularly with all stakeholders regarding school finances.

Regular communication strengthens the District by:

• •

Increasing community awareness and understanding of District finances and challenges Building support for finding new sources of revenue

“

My wish for Shaker students is… …for all of them to be given the best chance to become successful, happy, contributing adults.”

Amy Hanauer, parent

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Goal 5

|

Timeline

S T R AT E G I C I N I T I AT I V E 5 . 1 Engage and support the use of multiple methods of communication among and between parents, students and District staff.

2014-15

1.

Create an ongoing and comprehensive communication plan for all audiences with a fundamental focus on the achievement of all students

2.

Implement and review the comprehensive communication plan each year

3.

Grow our repertoire of differentiated communication methods including print, electronic (e-mail, web, social, text, face-to-face, etc.)

4.

Pilot the use of social media at the High School for use with parents, students, and staff

5.

Implement the use of social media in other buildings/ departments based on High School pilot

6.

Provide professional learning to staff on the use of differentiated communication tools to support consistent implementation

2015-16

“

2016-17

2017-18

My wish for Shaker students is… …… that they graduate prepared to live a long, healthy life, to engage in meaningful work that makes a difference, and to have a love for learning.”

Michael Griffith, High School principal

32

SHAKER.ORG

2018-19

S T R AT E G I C I N I T I AT I V E 5 . 2 Speak with a unified voice about the District’s Aspirations, Mission, Vision and Core Values, initiatives, expectations, strengths and areas for growth.

2014-15

1.

Create an ongoing and comprehensive communication plan for all audiences with a fundamental focus on the achievement of all students

2.

Review and revise internal communication resources and tools regarding the interrelationship between the IB continuum, state standards, teacher evaluation, assessments and other instructional initiatives aligned with the Strategic Plan

3.

Review and revise external communication resources and tools regarding the IB continuum, student expectations, and other key District initiatives

4.

Increase the capabilities of different mobile web resources for staff, students, parents

5.

Implement an internal communication strategy incorporating technology, human resources, professional learning, etc.

6.

Implement an external communication strategy regarding the IB continuum, student expectations, and other key District initiatives

2015-16

2016-17

2017-18

2018-19

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Goal 5

|

Timeline

S T R AT E G I C I N I T I AT I V E 5 . 3 Expand and enrich the active partnerships between the District and the residents, businesses, and community and civic organizations.

2014-15

34

1.

Create an ongoing and comprehensive communication plan for all audiences with a fundamental focus on the achievement of all students

2.

Explore the creation of and implementation of an Office of Community Engagement responsible for the recruitment and management of parent volunteers, residents, alumni, businesses and community who will assist the District in meeting its goals

3.

Identify a partnership committee (community, staff, parents, students) who will assist the Office of Community Engagement in creating a plan to reach out and build/expand partnerships in the local and greater community

4.

Create a comprehensive management mechanism to collect and disseminate partnership information on a continuous basis

5.

Inventory current databases of active partnerships across the District

6.

Reach out to new and existing partnerships to share, collaborate and work to secure non-tax resources

SHAKER.ORG

2015-16

2016-17

2017-18

2018-19

S T R AT E G I C I N I T I AT I V E 5 . 4 Communicate regularly with all stakeholders regarding school finances.

2014-15

1.

Create an ongoing and comprehensive communication plan for all audiences with a fundamental focus on the achievement of all students

2.

Collaborate with the Treasurer’s office to issue timely, clear, and concise financial information to the community

3.

Communicate ongoing stewardship, transparency and value proposition looking toward future funding issues

4.

2015-16

2016-17

2017-18

2018-19

Establish a plan to communicate efforts to cut costs in meaningful ways while maintaining efficiencies and improving the quality of the Shaker Experience ( U P D AT E D J U N E 2017 )

5.

Educate the public about the mechanics of school finance in Ohio

“

My wish for Shaker students is… …that they excel as citizens, contributors, and productive performers in a global society.”

Steven A. Minter, community member

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Goal 6

Goal 6

OUR COMMITMENT: We will get maximum value from every dollar entrusted to us by our taxpayers.

36

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Goal 6 FINANCE Ensure efficient and effective use of financial resources while maintaining high-quality educational experiences for all students.

S T R AT E G I C I N I T I AT I V E S 6.1 Maintain the appropriate balance between delivering the Shaker Experience and cost efficiency.

6.3 Optimize traditional and non-traditional financial resources.

Cost efficiency enables student achievement by:

Optimizing our resources allows us to be fiscally responsible while implementing the strategic plan by:

• •

Providing high quality and sustainable programs Delivering the Shaker Experience in a cost-effective manner that produces well-rounded students

6.2 Establish fair and competitive compensation packages that are financially appropriate.

Competitive and fair compensation packages allow the District to be fiscally responsible and implement the Shaker Experience by:

• • •

Providing compensation that reflects the high expectations required to deliver the Shaker Experience Negotiating creative compensation agreements within our financial constraints Retaining high quality staff through excellent compensation, benefits, incentives and a positive work environment

• •

Ensuring financial resources are allocated to the priorities of the strategic plan Continuing to identify and seek non-tax revenues

6.4 Maintain financial management and stewardship practices that ensure focused spending within the budget.

Maintain the efficiency, integrity and excellent ratings of the Shaker Heights City School District Treasurer’s Department by:

• •

Responsibly monitoring resource management Evaluating and employing effective financial practices

S T R AT E G I C I N I T I AT I V E 6 . 1 Maintain the appropriate balance between delivering the Shaker Experience and cost efficiency.

2014-15

1.

2015-16

2016-17

2017-18

2018-19

Develop a yearly process that links educational priorities established by the District to budgetary resources ( U P D AT E D J U N E 2017 )

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Goal 6

|

Timeline

S T R AT E G I C I N I T I AT I V E 6 . 2 Establish fair and competitive compensation packages that are financially appropriate.

2014-15 1.

Explore innovative compensation practices

2.

Determine components of a compensation study for all employee groups

3.

Conduct a compensation study

4.

Evaluate the system for awarding all supplemental pay (e.g., units, supplementals, stipends, overtime)

5.

Implement recommendations from supplemental pay audit

2015-16

2016-17

2017-18

2018-19

2015-16

2016-17

2017-18

2018-19

S T R AT E G I C I N I T I AT I V E 6 . 3 Optimize traditional and non-traditional financial resources.

2014-15

38

1.

Explore cooperative agreements between the District, foundations and outside organizations (e.g., library, city, county, other districts) that may have a positive financial impact

2.

Establish a systematic approach to identify and seek non-tax revenue (e.g., foundations, state and federal grants, Shaker Schools Foundation)

3.

Develop a corporate sponsorship program for financial support of enrichment programming

SHAKER.ORG

S T R AT E G I C I N I T I AT I V E 6 . 4 Maintain financial management and stewardship practices that ensure focused spending within the budget.

2014-15 1.

Review and update financial procedures in Administrative Guidelines Manual

2.

Develop and implement a system for professional learning on financial procedures

3.

Research best-practice budgeting methods

4.

Implement budget method recommendations

5.

Explore and implement operational benchmarking analytical tools

6.

Develop a timeline for exploration and implementation of technology enhancements to increase efficiency

2015-16

2016-17

2017-18

2018-19

“

My wish for Shaker students is… …that they develop a passion for learning and the stamina to persevere when challenges occur.”

Colleen Longo, Boulevard principal

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Glossary of Terms Administrative Guidelines A set of established protocols used in the implementation of school board-adopted policies and state and federal mandates

Cultural Proficiency/Competency An ability to interact effectively with people of different cultural and socioeconomic backgrounds

Curriculum Map/Guide A document that delineates the goals, objectives, and learning experiences for a given subject area or grade level

Differentiation (Differentiated Instruction) Tailoring instruction to meet the individual needs of students

Exemplar An excellent sample, example or guide that illustrates to students the quality of work that is expected

Flipped Classroom Inverting traditional teaching methods by delivering instruction online outside of the classroom and using class time for questions, discussion, and in-depth study of a topic

Formative Assessment Testing and questioning practices used by teachers during lessons that assist them in understanding the students’ level of concept mastery, thus allowing for the immediate adjustment of lesson plans if needed

International Baccalaureate Programme (IB) A framework for teaching that utilizes the inquiry -based approach (see definition), focusing on projects and activities that require students to think broadly beyond the boundaries of their community and to see themselves as members of a global society

IB Unit Planner A template used by teachers to create units of study that incorporate concepts from different subject areas, using the inquiry-based approach (see definition)

Inquiry-Based Instruction/Approach

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SHAKER.ORG

A complex process where students formulate questions, investigate to find answers, build new understandings, meanings and knowledge and then communicate their learnings to others. Students’ active involvement in solving real-world problems results in relevance and motivation.

Learning Objective A statement of what a student is expected to learn from the lesson

Policy A document adopted by the Board of Education that outlines a principle to guide decisions and is implemented through a set of administrative guidelines

Response to Intervention (RTI) The process of providing high-quality instruction and interventions systematically matched to the academic and behavioral growth of students

Rigorous Curriculum Content in any subject area that is academically, intellectually and personally challenging and encourages students to think deeply, rather than merely memorizing or recalling information

Rubric A scoring tool used by teachers that clearly defines the expectations for each level on the grading scale and is communicated to students before they begin a learning experience

Stakeholder A person, group or organization that has interest or concern in an organization. School district stakeholders include students, parents, staff members, residents, businesses, and community organizations.

Summative Assessment A method of evaluating student learning at the end of a defined instructional period by comparing the knowledge gained by the individual student against a standard or benchmark

Acknowledgments Thank you to the hundreds of individuals who shared their feedback and input during the strategic planning process. Special thanks to the members of the strategic planning team, who devoted hours of research and thoughtful discussion to the process.

The Strategic Planning Team Members Karen Andrei - ST

*Erin Herbruck - ST

Dave Peterjohn - ST/C

*Chris Auginas - ST/C

Annette Himes - C

Marla Robinson - ST/C

Ellen Battle - ST/C

Miata Hunter - ST/C

Tres Roeder - C

Bryan Christman - ST/C

*Greg Hutchings - ST/C

Lisa Scott - ST/C

Sara Cole - ST

Jennie Kaffen - C

Julianna Senturia - C

Todd Davidson - C

Keith Langford - C

Fred Shalhoup - ST

Amy Davis - ST/C

John Lisy - C

Candace Sheffler - C/ST

Luren Dickinson - C

Colleen Longo - ST/C

Benjamin Silberman - S

Kathy Fredrick - ST

Deborah McHamm - C

Ouimet Smith - ST/C

*Amy Fulford - SB

Kurt Miller - C

Bernice Stokes - ST/C

Jennifer Goodall - C

Steve Minter - C

*Annette Sutherland - SB

Michael Griffith - ST/C

John Moore - ST/C

Normella Walker - C

Olivia Hamilton - S

Billie Morgan - ST/C

Dale Whittington - ST/C

Amy Hanauer - C

Ilka Nieves - ST

Tracy Williams - ST/C

Ayesha Hardaway - C

Patty Ott - ST/C

Danny Young - ST/C

S = Student

ST = Staff

C = Community Member

SB = School Board

* Strategic Plan Team Facilitator

Additional information and resources may be found at www.shaker.org/strategicplan.

General questions and comments may be addressed to strategicplan@shaker.org.

SHAKER HEIGHTS CITY SCHOOL DISTRICT 2014-19 STRATEGIC PLAN

41

The Shaker Heights Board of Education William L. Clawson II, President Reuben Harris, Jr., Vice President Alex Liston Dykema Amy H. Fulford Annette Tucker Sutherland

Superintendent of Schools Gregory C. Hutchings, Jr., Ed.D.

Treasurer Bryan C. Christman This listing reflects the leadership of the School District as of the time of publication in August 2014.

THE SHAKER HEIGHTS CITY SCHOOL DISTRICT 15600 Parkland Drive Shaker Heights, Ohio 44120 p: 216.295.1400

www.shaker.org