SHAKER HEIGHTS CITY SCHOOL DISTRICT Shaker Heights, Ohio

SUPERINTENDENT’S ENTRY PLAN

FINAL REPORT AND RECOMMENDATIONS Introduction As the new Superintendent of Schools for the Shaker Heights City School District, I've had the honor and privilege of meeting with hundreds of school and community stakeholders over the past few months. It is clear to me that Shaker offers many wonderful opportunities for our young people. At the same time, there are specific areas in which we need to make intentional efforts to improve. In my first few months as Superintendent, I have visited more than 200 classrooms; examined data on academic achievement and finance; and spoken at length with many staff members, elected officials, community organization representatives, residents, and students. Following is a report on my activities and observations from my first few months as Superintendent, along with recommendations based on these observations. (More detail on the activities is available in the 90-Day Plan Progress Report at shaker.org/transition.aspx.) This report references the five goals from the Entry Plan mutually established by me and the Board of Education, as well as a strategic planning framework, developed at Harvard University, that our district will be using in the next strategic planning cycle. More information and periodic progress reports are available at www.shaker.org/strategicplanning.aspx. It is my personal commitment to lead the Shaker Heights City Schools to becoming the premier school district in the country. As we embark on this educational journey, I encourage you to continue to support our schools and advocate for all students to receive a high-quality education. Shaker Heights City Schools will continue to nurture our young people and provide a learning environment that inspires all students to achieve their highest goals. Sincerely,

Dr. Gregory C. Hutchings, Jr. Superintendent of Schools January 2014

 

 

The First 90 Days As Dr. Hutchings began his tenure as Superintendent, he appointed a Transition Advisory Team to help establish a 90-day entry plan. Since September 2013, Dr. Hutchings has met with numerous key stakeholders in the schools and community; visited all Shaker schools; observed in over 200 classrooms; attended athletic events, theatre performances, musical performances, co-curricular activities, and other school events; attended community events and community organization meetings; and worked collaboratively with city officials including the Mayor of Shaker Heights to enhance the relationship between the schools and community. The Superintendent's Transition Advisory Team Dr. Hutchings appointed a Transition Advisory Team in August 2013. The team consisted of parents, community members, nonprofit and higher education leaders, teachers, students, and administrators. The Superintendent's Transition Advisory Team provided feedback and counsel to Dr. Hutchings throughout his first 90 days as Superintendent of Schools. The members are:

Christine Auginas, Administration Peggy Caldwell, Administration Jennifer Goodall, Parent/PTO Council Co-President Mark Joseph, Parent/CWRU Faculty/Strategic Planning Committee/One Shaker Jennie Kaffen, Parent/PTO Council Co-President Simone Malone, Senior Class President Conor Matthews, Student Body President John Morris, High School Teacher/SHTA President/Parent Dan Moulthrop, Parent/City Club CEO Doug Myles, Middle School Assistant Principal Patricia Ott, Administration Judy Rawson, Former Mayor/Parent of Graduates Marla Robinson, Administration/Parent Billie Sims-Morgan, Lomond Staff/Parent of Graduates Annette Sutherland, Board of Education President/Parent Normella Walker, Parent of Graduate/One Shaker Tracy Williams, Parent/Strategic Planning Committee Matt Zucca, Fernway Teacher/SHTA Vice President/Parent

 

 

The Superintendent's 90-Day Entry Plan With input from the Transition Advisory Team, Dr. Hutchings established a 90-Day Entry Plan organized around five goals and objectives that were collaboratively developed by the Board of Education and Superintendent at the July 2013 organizational work session. Dr. Hutchings and his Transition Advisory Team identified specific action steps during the 90-day plan process. The Superintendent’s Transition Advisory Team met from September 2013 – November 2013 to monitor the progress of the 90-Day Entry Plan. The goals and objectives of the 90 Day Entry Plan are as follows: Goal 1: To ensure that the Shaker Heights schools support the district's mission through continuous improvement with a constant focus on increasing student achievement.

Entry Plan Objective 1: Assess progress toward the school district’s performance indicators outlined in the Strategic Plan 2011-13 as well as the continuous improvement process for attaining district goals and mission.

Goal 2: To establish effective communication with school and community stakeholders as well as increase community involvement.

Entry Plan Objective 2: Establish a rapport with board members, students, parents, teachers, school administrators, support staff, administrative staff, central office staff, special groups, community organizations, businesses, city officials, local universities/colleges, and religious leaders to ensure effective communication and collaboration.

Goal 3: To adhere to Board of Education policies and governance as well as ensure policies are aligned with the district's strategic plan.

Entry Plan Objective 3: – Define the roles and responsibilities of the Board of Education and Superintendent to establish a cohesive board-superintendent relationship that collaboratively makes informed decisions to meet the diverse needs of students in Shaker Heights City Schools.

Goal 4: To provide a "world class" education for all students through effective curriculum, pedagogy, and assessment.

 

 

Entry Plan Objective 4: Assess implementation of the written, taught, and assessed curriculum using data as well as direct observation of instructional practices in elementary, middle, and high schools.

Goal 5: To ensure efficiency and effectiveness of human and financial capital.

Entry Plan Objective 5: Evaluate the district’s human and financial capital as well as assess alignment of expenditures.

Findings from 90-Day Plan Activities

During the 90-day period, Dr. Hutchings was able to observe and assess the various opportunities, practices, and systems in Shaker Heights Schools. Dr. Hutchings commends the district for continuously providing a high-quality and well-rounded educational program, including a highly qualified instructional staff, International Baccalaureate, Advanced Placement, the performing and visual arts, international travel opportunities, co-curricular activities, and various world language options.

Based on his observations and examination of data, Dr. Hutchings has identified areas of strength, specific initiatives implemented during the 90-day period, and recommendations for growth to be discussed during the five-year strategic planning process. Dr. Hutchings used the Public Education Leadership Project (PELP) Coherence Framework as a tool to categorize the findings from the 90-day process. The PELP framework was established by the Graduate School of Education and Business School at Harvard University. The framework was designed to include perspectives from both business and education, as well as assist in providing the following:

• connect the instructional core with a district-wide strategy for improvement;

• highlight district elements that can support or hinder effective implementation;

• identify interdependences among district elements; and

• recognize forces in the environment that have an impact on the implementation strategy.

Furthermore, the PELP Coherence Framework includes organizational elements that will have a significant impact on the instructional core. The instructional core includes the following components: student, teacher, and content. These components are the most significant factors in ensuring all students in the Shaker Heights Schools receive a quality education that prepares them for a robust post-secondary experience. The organizational elements of the PELP Coherence framework include: resources, systems, structures, culture, stakeholders, and environment.

 

 

The PELP Coherence Framework (Childress et. al, 2011) defines each organizational element as follows:

• Resources – financial and organizational resources that include money as well as people and physical assets such as technology and data.

• Systems – processes and procedures within Shaker Heights City Schools that increase efficiency and effectiveness.

• Structures – define how the work of Shaker Heights City Schools is done including how people are organized as well as who is responsible and accountable for results.

• Culture – drives and defines behavior of Shaker Heights City Schools through norms, attitudes, values, and belief system.

• Stakeholder – individuals inside and outside of Shaker Heights Schools that have a legitimate interest in the schools and impact on the effectiveness of Shaker Heights City School district.

• Environment – includes a variety of funding sources, local-state-national policy context, Shaker Heights Schools’ collective bargaining groups, and characteristics of the Shaker Heights community.

Dr. Hutchings categorized his specific findings for each goal using these organizational elements to provide a structured approach to understanding the connections of his 90-day work and its impact on the instructional core (student-teacher-content). These organizational elements will drive the work of the strategic planning team to establish a five-year strategic plan (strategy) to provide a world class education for all students in Shaker Heights City Schools. The following model displays the PELP Coherence framework.

 

 

In order to transition quickly into the new strategic planning cycle, the findings from the first 90 days are organized according to the PELP model. Under the heading of each element of the PELP framework, the Superintendent has enumerated existing strengths, implementation steps taken during his first 90 days, and recommendations, with the corresponding Entry Plan goal referenced in parentheses.

STAKEHOLDERS STRENGTHS IMPLEMENTATION RECOMMENDATIONS Extensive information about residents’ 

aspirations for the schools has been collected through the Imagine Shaker project (interviews with more than 900 residents) and focus group discussions related to the Superintendent search. (1) 

Well‐educated residents (2)  Parent volunteers in elementary schools 

(2)  Strong relationships with local cultural 

institutions, universities, colleges, and other higher education institutions including John Carroll University, Kenyon College, Kent State University (2) 

Board ’s inclusion of stakeholders in recruiting and hiring a new superintendent (3)  

Collaborative relationship among Finance & Audit Committee, Board of Education, Superintendent, and Treasurer (5) 

 

 

 

 

Enhanced of State of the Schools report to include additional content (1) 

Established a Superintendent’s Transition Advisory Committee (2) 

Established a Superintendent’s Student Advisory Committee (2) 

Held two informational sessions with community on the Ohio State Report Card (2) 

Established standing monthly meetings with Mayor of Shaker Heights (2) 

Implemented ongoing meetings co‐facilitated with Mayor for community organization leaders (2) 

Began calling randomly selected parents once per week to discuss school experiences (2) 

Established standing meeting with the Shakerite staff (2) 

Made automated phone calls to staff and families to kick off the school year(2) 

Joined Shaker Rotary Club and League of Women Voters‐Shaker Heights (2) 

Individual meetings with leadership team members, students, parents, community members, other stakeholders to learn perceptions and define expectations (4) 

Full participation by Superintendent in Finance and Audit Committee meetings (5) 

Expand parent involvement initiatives including a New Shaker Family program (2) 

Establish connections with parents of students in non‐public schools (2) 

Evaluate and determine feasibility of expanding family outreach efforts (2) 

Continue and expand initiatives to establish user‐friendly resources for families (1) 

 

   

CULTURE 

STRENGTHS IMPLEMENTATION RECOMMENDATIONS Wide and deep community commitment 

to schools (2)  Branding of district throughout the 

community and Greater Cleveland area (i.e. real estate agencies, community organizations, City of Shaker Heights offices) (2) 

Strong relationship with school, district families, and City of Shaker Heights (2) 

Well‐attended open houses, curriculum nights, and other school events (2) 

Board ’s commitment to the success of all students and desire for community input (3) 

Board ’s commitment to fiscal responsibility and efficiency (3) 

Global focus reinforced through curriculum, travel, student exchanges, and school partnerships (4) 

Creative, resilient, dedicated, knowledgeable, student‐centered faculty (4) 

Experienced, stable, highly educated staff (5) 

Knowledgeable, dedicated, and passionate leadership team (principals, assistant principals, central office administrators, bargaining unit presidents) (5) 

High proportion of staff who are Shaker residents and alumni with strong connections and commitment to community and district values (5) 

Enhanced rapport with staff through opening day convocation activities (2) 

Participation of Board of Education members in building scans with Superintendent (3) 

Multiple school visits and building scans conducted by superintendent (4) 

Building scans with principals, central office administrators, and Board of Education (4) 

 

Additional intentional efforts to increase student achievement and educational opportunities for students in the following groups:  African American, Special Education, Students in the Middle, and Economically Disadvantaged (1) 

Establish a vision statement for the Shaker Heights Schools (1) 

Intentional efforts by Personnel Department to recruit more faculty members of color (4) 

Fully implement International Baccalaureate Middle Years Programme in grades 5‐10 (4) 

Embrace the International Baccalaureate philosophy and instructional framework in all grades, PreK‐12 (4) 

Remove institutional barriers to student success (i.e. length of school day, length of school year, course offerings, expectations, grading, differentiation, commitment to student learning during school year, feedback on student work, summer enrichment) (4) 

Articulate clear expectations for excellence for teachers using best practices, the International Baccalaureate framework, Ohio Standards for Teachers, Common Core/state standards, Shaker standards of professionalism) (4) 

Increase the 4‐ and 5‐year graduation rates at Shaker High School (4) 

Increase open dialogue regarding teaching and learning with Instructional and Administrative Council (4) 

Increase consistency of effective instructional practices in classrooms (4) 

Increase focus on data‐driven decision making (processes, systems, skill sets, etc.) (4) 

  Increase diversity of faculty and staff (4)  Hold all employees to the highest standards of 

professionalism and accountability (5)  Recruit, train and retain top‐quality staff (5) 

   

STRUCTURES 

STRENGTHS IMPLEMENTATION RECOMMENDATIONS Structures have been established to 

permit teachers to better understand achievement data, monitor student progress, and collaborate more effectively on curriculum and instruction. (1) 

Cohesive, dedicated, forward‐thinking Board of Education (3) 

Development of International Baccalaureate instructional units that align to Common Core/State Standards 

Focus on student learning objectives as outlined in the 2011‐13 Strategic Plan (4) 

 

 

Established administrative leadership institute with a focus on district‐wide improvement in teaching, learning, and student achievement (1) 

Assessed and revised the Strategic Planning process (1) 

Conducting a needs assessment for business department (custodial/maintenance services, transportation, food service) (5) 

 

 

 

Complete transition from Personnel to comprehensive Human Resources department (5) 

Examine administrative organizational structure (Superintendent’s Cabinet) (5) 

 

   

SYSTEMS 

STRENGTHS IMPLEMENTATION RECOMMENDATIONS Recent adoption of BoardDocs software 

for Board of Education meetings (3)  Professional development aligned to 

district priorities 

 

 

Redesigned monthly administrative meetings to include a focus on teaching, learning, and student achievement (1) 

Established quarterly data reports on discipline, grade distribution, and test scores to help guide initiatives and focus of the schools (1) 

Consolidated and revised student/parent handbooks to make them more user‐friendly (2) 

Increased frequency and changed the focus of meetings with Board members to be more collaborative, concentrating on areas of focus established at July 2013 Board Work Session (3) 

Implementation of BoardDocs as a tool for internal and public communication as well as agenda management (3) 

Adjusted format of regular Board of Education meetings and work sessions for greater focus and efficiency (3) 

Adjusted 2014‐15 calendar for more productive use of instructional time and two additional professional development days (4) 

Revised security plan at High School (door opening schedule, deployment of security staff) (5) 

Consolidated personnel functions into one department (5) 

Initiated development of Human Resources plan and manual (5) 

Refined bus routes for greater efficiency (5) 

Work collaboratively with the Treasurer to use additional features of BoardDocs (including transcribing minutes and audio recordings) to maximize efficiency (3) 

Refine Board of Education‐Superintendent communication protocols (3) 

Establish a method of communication regarding Quarterly Reports to Board of Education (3)  

Establish a uniform process for public comments at Board of Education meetings (3) 

More clearly show connections between all initiatives in district (International Baccalaureate, Common Core/State Standards, Third Grade Reading Guarantee, Ohio Teacher Evaluation System, state and district assessments) (4) 

Create comprehensive curriculum guides for all subjects in grades PreK‐12 (4) 

Expand teachers’ repertoire of techniques for identifying and addressing academic and behavioral problems early (4) 

More vertical and horizontal articulation of effective instructional practices and developmentally appropriate instruction (4) 

Refine  procedures and practices (elementary to middle, middle to high school, high school to college) (2) 

Expand and refine safety and security measures (e.g., open campus plan, possibly adoption of the ALICE model for dealing with intruders) (4)  

Increase efficiency of financial and budget practices  (5) 

Increase financial efficiency of operational, custodial, maintenance, transportation, and food 

starting in the 2013‐14 school year  Established a new process for overtime of 

custodial services (5)  Initiated discussion of a new process for 

approving and scheduling community use of facilities (5) 

 

 

 

services (5) 

 

 

   

RESOURCES 

STRENGTHS IMPLEMENTATION RECOMMENDATIONS Use of website, e‐newsletter, social 

media, Shaker Life magazine, and traditional media relations to share information about major school district events, initiatives, and accomplishments (2) 

Relationships with and financial support from local businesses and foundations (e.g., . Huntington Bank, Arminius Foundation, Cleveland Foundation, George Gund Foundation, Martha Holden Jennings Foundation) (2) 

Longstanding success and continued growth of the Shaker Schools Foundation, which now has 23 corporate sponsors as well as hundreds of individual donors (2) 

Relationships with First Ring Superintendents’ Collaborative, Cuyahoga County Educational Service Center (ESC), and Greater Cleveland School Superintendents’ Association (GCSSA) (2) 

Ongoing relationships with other districts through Minority Student Achievement Network (MSAN) (2) 

Existing district and superintendent memberships in national and state organizations (e.g., National Superintendents’ Roundtable, American Association of School Administrators, Buckeye Association of School Administrators, Rotary Club) 

Established Twitter accounts (Superintendent and district) to increase social media presence (2) 

Initiated Superintendent’s webpage containing various content (2) 

Created welcome video for new families, staff, and community (posted on website) (2) 

Participated in professional development on media training with Hennes Paynter Communications (2) 

Enhanced Cuyahoga County Educational Service Center (ESC) relationship (i.e. online learning course offerings, substitute (2) employees assistance program) 

Established quarterly data reports (2)  Expanded content of weekly Board of 

Education information packets to include updates on district initiatives related to agreed‐upon areas of focus (3)  

Focus on math instruction (2 instructional coaches K‐6) (4) 

Academic Advisor hired at the Middle School to help remove non‐academic barriers to academic success  (4) 

Partnered with Shaker Heights Police Department to provide a site for K‐9 training during the school day (4) 

 

 

Continue to identify and seek non‐tax revenue (5)  Submission of authorization application for the 

International Baccalaureate Middle Years Programme (grades 5‐12) in Fall 2014 (1) 

Refine accountability and reporting systems for student achievements to include a district data warehouse to store student information data (1) 

Expand partnerships with early childhood educational agencies (2) 

Enhance partnerships with community agencies (2)  Expand partnerships with businesses in the greater 

Cleveland area (e.g., Cleveland Clinic, University Hospitals, Shaker LaunchHouse, Eaton Corporation) (2) 

Establish quarterly assessments aligned with Common Core/state standards  

Revise Program Planning Guides (4)  Increase integration of technology in instruction (4)  Software updates (information systems, student 

software, etc.) (4)  Parent access to online instructional resources (i.e. 

SuccessMaker access issues, Progress Book) (4)  Establish an online learning center and other 

personalized learning opportunities for students whose needs are not met in the traditional school setting (4) 

Continue professional growth with the faculty related to the Common Core (4) 

Focus on science and math instruction (4)  Expand use of instructional coaches at elementary, 

middle, and high school (4)  Expand Tufts math program (4)  Expand services in collaboration with community 

Authorization of K‐4 schools and Shaker Heights High School as International Baccalaureate World Schools (4) 

Comprehensive professional development based on International Baccalaureate framework, philosophy, and teaching practices (4) 

Quality and variety of educational programs and opportunities for students (i.e., visual and performing arts, world languages, Advanced Placement, International Baccalaureate, athletics and other co‐curricular activities, service activities, student media) (4) 

Additional revenue from outside sources (e.g., Shaker Schools Foundation, Jennings Foundation, Cleveland Foundation, Gund Foundation, Huntington Bank, Arminius Foundation) (5) 

 

 

 

 

agencies to support the social, emotional, physical needs of students (4)  

 

   

ENVIRONMENT 

STRENGTHS IMPLEMENTATION RECOMMENDATIONS Desirable school district and city (5)  Ohio State Report Card for Schools with 

new grading system allows better monitoring of achievement patterns. (1) 

History of good financial stewardship (5)  History of strong community support for 

levies (5)  Strong working relationships with all 

three collective bargaining units (5)  Highly professional collective bargaining 

units (5) 

 

 

 

Attended monthly SHTA executive board meetings (or sent a representative) (2) 

Negotiated one‐year extension on SHTA contract  (2) 

Established quarterly meeting with all bargaining unit presidents (5)  

Reviewed retire‐rehire practices (5) 

 

Establish a total compensation committee to include a comparative analysis of compensation in Shaker and other school districts (5)   

   

STRATEGY 

STRENGTHS IMPLEMENTATION RECOMMENDATIONS Shaker Heights School District 

established a strategic planning process including a strategic planning steering committee beginning in 2010 and continuous adjustment based on the year‐end audit reports. (1) 

Participation by Board members on multiple committees (e.g., performance compensation, board policies, finance and audit, strategic plan) (3) 

 

 

Reviewed progress with Steering Committee and Phase V Monitoring Committee (1) 

Identified areas of focus for 2013‐14 (1)  Appointed 44‐member Strategic Planning 

Team to begin new planning cycle (1)  Selected PELP framework developed at 

Harvard University to guide planning process (1) 

Establish a 5‐year strategic plan for the Shaker Heights Schools (1) 

 

 

 

 

Reporting Out and Moving Ahead

Dr. Hutchings shared his findings from the 90-day process with the Board of Education at the January 11, 2014, Organizational Work Session. The Board of Education and Dr. Hutchings identified six areas of focus based on the 90-day report recommendations. These six areas of focus include: Student Achievement, Continuous Improvement, Policy, Human Resources & Facilities, Communications, and Finance. These six areas of focus will guide the work of the strategic planning team. Dr. Hutchings will share his findings and recommendations with community and school stakeholders during the “State of Schools Address” on January 28, 2014. This event will afford an opportunity for all stakeholders to learn firsthand about the outcomes of the activities contained in the 90-Day Plan.

In collaboration with the Board of Education, Superintendent’s Cabinet, and through meetings with key stakeholders, Dr. Hutchings has organized a team of parents, community members, administrators, teachers, and students to assist with the creation of the District’s next Strategic Plan. This will be a five-year plan, with implementation beginning in July 2014. The planning team will begin work in early February using recommendations from the following sources: 90-Day Report, Articles on Education, District Initiatives, Finance and Audit Report, District Data, Focus Groups, Climate Surveys, Superintendent’s Transition Advisory Team, and Board of Education.

The members of the team are:

Karen Andrei - ST Ayesha Hardaway - C Marla Robinson - ST/C Chris Auginas - ST/C Erin Herbruck - ST Tres Roeder - C Ellen Battle - ST/C Annette Himes - C Lisa Scott - ST/C Tonia Byers - C Miata Hunter - ST/C Julianna Senturia - C Bryan Christman -ST/C Greg Hutchings -ST/C Fred Shalhoup -ST Sara Cole - ST Jennie Kaffen - C Candace Sheffler - C Todd Davidson - C Keith Langford - C Benjamin Silberman - S Amy Davis - ST/C Colleen Longo -ST/C Ouimet Smith - ST/C Luren Dickinson - C Deborah McHamm - C Bernice Stokes - ST/C Kathy Fredrick - ST Kurt Miller - C Annette Sutherland - SB Amy Fulford - SB Steve Minter - C Normella Walker - C Jennifer Goodall - C Charles Modlin - C Dale Whittington - ST/C Michael Griffith -ST/C Billie Morgan - ST/C Tracy Williams - C Olivia Hamilton -S Patty Ott -ST/C Danny Young - ST/C Amy Hanauer - C Dave Peterjohn - ST/C

S = Student, ST = Staff, C = Community Member, SB = School Board