Goal 1 Goal 2 Goal 3 Goal 4 Goal 5 Goal 6 · 1. Maintain ambitious learning goals for all students. 2. Use data-driven decision making to design instruction. 3. Use research-based

Goal 1Leadership:Provide coherent leadership and structures to implement aligned and focused practices to increase student achievement for all students.

Objectives:1. Implement, monitor, and

revise the District’s Strategic Framework

2. Provide ongoing, targeted professional development.

3. Monitor student achievement using multiple data sources.

4. Allocate and leverage resources to support a measurable school improvement process.

Goal 2Curriculum/Instruction:Provide curricula and instruction that promote the attainment of 21st

century skills.

Objectives:1. Maintain ambitious

learning goals for all students.

2. Use data-driven decision making to design instruction.

3. Use research-based practices to optimize learning.

4. Implement International Baccalaureate Curriculum Framework K-12.

5. Reduce the probability of race, socioeconomic status (SES), or disability as a predictor of student achievement.

Goal 3Technology:Support student learning and organizational efficiency through the effective use of technology.

Objectives:1. Implement technologies

that address a variety of learning styles.

2. Provide support for all staff as they use technology tools.

3. Develop and maintain the infrastructure to support learning and business operations.

4. Research and evaluate new technologies to support the learning process and business applications.

Goal 4Climate:Establish an environment that is safe, secure and conducive to learning.

Objectives:1. Encourage respect for

differences as preparation for success in a global and multicultural society .

2. Ensure that staff and students are culturally competent and benefit from the diversity of the Shaker schools.

3. Develop self-directed, responsible behavior that promotes success.

4. Support new students in making a successful transition to the Shaker schools.

Goal 5ParentInvolvement:Establish ongoing home/school partnerships to support a high quality education.

Objectives:1. Promote parent

participation and support in school activities and functions.

2. Communicate with parents/guardians about resources available to support learning.

3. Collaborate with parents to ensure student readiness for learning.

Goal 6CommunityInvolvement:Foster and build upon the foundation of public support for and confidence in the District.

Objectives:1. Ensure that the community

is informed about and actively involved in supporting the District’s mission.

2. Collaborate on the expansion of academic and social activities after school and on weekends.

3. Cultivate partnerships with corporations, universities, medical and cultural organizations, and donors for the benefit of students.

TOTAL IMPLEMENTATION PROCESS 3-5 YEARSGoals and Action Steps for the 2008-2009 School Year appear in this document

Strategic Framework for Excellence with Equity in the SHAKER HEIGHTS CITY SCHOOLS

Revised 1-6-09

1 1/6/09

GOAL 1: LEADERSHIP

Provide coherent leadership and structures to implement aligned and focused practices to increase academic achievement for all students.

OBJECTIVE 1.1. Implement, monitor, and revise the District’s Strategic Framework.

STRATEGIES

1.1.1. Assign responsibility for implementation of the Strategic Framework.

Action Step Responsibility Timeline

1. Create steering committee Superintendent January 2008 – August 2008

2. Research and acquire strategic planning consultants

Superintendent, administrators, and Board of Education

January 2009 – August 2009

1.1.2. Increase staff and student involvement in all stages of the Strategic

Framework process.


1. Conduct ongoing staff information sessions

Superintendent and administrators

November 2008 – December 2008

2. Conduct ongoing dialogues with administrative team

Superintendent August 2008 – June 2012

3. Solicit involvement and feedback from student groups

Administrators, teachers, counselors, and support staff

August 2009 – June 2012

1.1.3. Align school improvement efforts to the Strategic Framework. Action Step Responsibility Timeline

1. Create a schedule for ongoing dialogues with staff

Administrators November 2008 – August 2009

2. Coordinate financial resources with priorities

Administrators August 2008 – June 2012

3. Review and revise yearly School Improvement Plans (SIP)

Administrators, teachers, and outside consultants


PERFORMANCE INDICATORS • School improvement plans • Documentation of evaluation and revision process

2 1/6/09

GOAL 1: LEADERSHIP


OBJECTIVE 1.2. Provide ongoing, targeted professional development.

STRATEGIES

1.2.1. Implement a multi-year professional development plan that focuses on differentiated instruction, the International Baccalaureate (IB) program, and the Response to Intervention (RTI) models.


1. Create a 3-year professional development plan

Administrators August 2007 – August 2009

2. Design a yearly review process to evaluate the impact of professional development on classroom instruction

Administrators and teachers

August 2009 – December 2009

1.2.2. Develop and refine instructional leadership skills for improved

teaching and learning.


1. Implement the Downey Walk-Thru Process

Building Administrators August 2008 – August 2009

2. Participate in PD 360 (online professional development) offerings

Administrators December 2008 – December 2009

3. Implement data-driven decision making process


Objective 1.2. continued on next page

3 1/6/09

GOAL 1: LEADERSHIP


OBJECTIVE 1.2. Provide ongoing, targeted professional development.

STRATEGIES

1.2.3. Implement a multi-year professional development plan that focuses

on the use of technology for instruction and management of student information.


1. Create a 3-year technology professional development plan


2. Design a yearly review process to evaluate the impact of technology professional development on classroom instruction and management of student information


August 2009 – December 2009

PERFORMANCE INDICATORS • Annual professional development plan • Evaluations of professional development activities

4 1/6/09

GOAL 1: LEADERSHIP


OBJECTIVE 1.3. Monitor student achievement using multiple data sources.

STRATEGIES

1.3.1. Analyze key achievement data to determine individual, aggregated, and disaggregated student strengths and weaknesses.


1. Implement the Ohio Department of Education’s Decision Framework

Administrators, teachers, and School Improvement Coach

December 2008 – August 2009

2. Review and monitor data on student performance using multiple sources at least 3 (elementary) to 4 (secondary) times per year


1.3.2. Continue to monitor the development and implementation of

curriculum maps and common assessments.


1. Use the Downey Walk-Thru Process


2. Document use of curriculum maps in lesson plans


3. Ensure that common assessments tools are used by all teachers



5 1/6/09

GOAL 1: LEADERSHIP


OBJECTIVE 1.3. Monitor student achievement using multiple data sources.

STRATEGIES

1.3.3. Monitor classroom use of formative assessment to track student progress and adjust instruction.


1. Use the Downey Walk-Thru Process


2. Review evidence of formative assessment in lesson plans and classroom observations


PERFORMANCE INDICATORS • Documentation of ongoing review process used for analysis of data at District,

building and classroom levels • School Improvement Plans (SIP)

6 1/6/09

GOAL 1: LEADERSHIP


OBJECTIVE 1.4. Allocate and leverage resources to support a measurable school improvement

process. STRATEGIES

1.4.1. Allocate resource based on identified strengths and weaknesses of student performance.


1. Assess the effectiveness of the instructional practices (Response to Intervention Tier-1) for the funding of necessary improvements


2. Assess the effectiveness of the program interventions (Response to Intervention Tier-2) for the funding of necessary improvements


3. Conduct cost/benefit analyses to evaluate the effectiveness of current programs

Director of Research and Evaluation

August 2008 – August 2010

1.4.2. Leverage resources to achieve District priorities.


1. Conduct weekly administrative meetings to review budgetary needs and expenditures

Superintendent and central office administrators


2. Conduct monthly administrative meetings to review budgetary needs and expenditures


3. Create annual District budget reflecting organizational priorities

Treasurer and administrators



7 1/6/09

GOAL 1: LEADERSHIP


OBJECTIVE 1.4. Allocate and leverage resources to support a measurable school improvement

process. STRATEGIES

1.4.3. Seek funds from foundations, corporations, philanthropists, and other sources to support school improvement efforts in the Shaker Schools.


1. Build relationships with outside entities/resources

Superintendent, Board of Education, and administrators


2. Create and submit grant proposals


3. Explore external funding sources Board of Education, Shaker Schools Foundation, administrators, faculty, and Parent Teacher Organization (PTO)


PERFORMANCE INDICATORS

• District and building budgets • Documentation of internal and external funding sources

8 1/6/09

GOAL 2: CURRICULUM / INSTRUCTION

Provide curricula and instruction that promote the attainment of 21st century skills.

OBJECTIVE 2.1. Maintain ambitious learning goals for all students.

STRATEGIES

2.1.1. Develop mastery of core subjects, learning/innovation skills, information media/technology skills, and life/career skills.


1. Identify and teach essential grade level indicators for core subjects

Teachers and administrators


2. Use formative and summative assessment data to assure student mastery of essential understandings



2.1.2. Utilize state, national, and international academic standards.


1. Include academic content standards in lesson plans

Teachers and building administrators

August 2008 – October 2009

2. Create and use curriculum and assessment maps

Teachers and building administrators


3. Develop IB planners that incorporate the academic content standards for the state of Ohio

Individual building IB coordinators, teachers, and building administrators

August 2009 – May 2011


9 1/6/09



OBJECTIVE 2.1. Maintain ambitious learning goals for all students.

STRATEGIES

2.1.3. Involve students in setting academic goals.


1. Include students in academic goal-setting for parent meetings and conferences

Teachers, counselors, and support staff

November 2008 – November 2009

2. Include students in classroom academic goal-setting

Teachers and support staff August 2009 – June 2011

3. Use data to assist student in goal-setting

Teachers, counselors, administrators, and support staff


PERFORMANCE INDICATORS • The number and percentage of all students performing at or above state, national,

and international standards • The number and percentage of students participating in enriched learning

opportunities

10 1/6/09



OBJECTIVE 2.2. Use data-driven decision making to design instruction.

STRATEGIES

2.2.1. Use a variety of diagnostic assessments to drive instruction.


1. Develop and implement short-cycle assessments

Teachers, administrators, and outside consultants


2. Use data from short cycle assessment to plan lessons



3. Use Measures of Academic Progress (MAP) and Language Assessment Scales (LAS) to determine instructional needs of new students

Counselors, administrators, and support staff


2.2.2. Continuously monitor student progress using formative and summative

assessments.


1. Use computerized progress monitoring tools (AIMSWeb, Success Maker, MAP) to analyze students’ instructional needs

Teachers, administrator, and counselors


2. Review assessment data at regular intervals

Teacher and administrators


3. Analyze data from state and standardized assessments (Stanford Achievement Tests, Terra Nova Tests, etc.)

Director of Research and Evaluation, administrators, and teachers



11 1/6/09



OBJECTIVE 2.2. Use data-driven decision making to design instruction.

STRATEGIES

2.2.3. Identify the learning needs of students transitioning between groups, classrooms, grade levels, and districts.


1. Develop and utilize a standard protocol for sharing information to support successful transitions

First Ring Project Coordinator, counselors, and administrators


2. Use Measures of Academic Progress (MAP) to assess the learning needs of new students

Counselors, administrators, and support staff

January 2009 – June 2010

PERFORMANCE INDICATORS • Inventory of diagnostic formative and summative assessments employed at each

grade level that includes purpose, targeted students, and frequency of administration • Periodic building-level reports that demonstrate teacher use of data-driven decision

making

12 1/6/09



OBJECTIVE 2.3. Use research-based practices to optimize learning.

STRATEGIES

2.3.1. Implement instructional methods that reflect best practices.


1. Differentiate instruction by readiness, learning profile, and interest

Teachers, administrators, Improving Student Achievement (ISA) coordinators, and team


2. Implement the educational practices of International Baccalaureate (IB)

Teachers, administrators, and IB coordinators


3. Implement Response to Intervention (RTI)

Teachers, administrators, counselors, and school psychologists


2.3.2. Implement assessment methods that reflect best practices.


1. Utilize pre-assessments to determine student needs

Teachers August 2007 – June 2010

2. Utilize the assess, revise, teach, reteach cycle

Teachers August 2009 – June 2010

3. Provide professional development

Administrators and outside consultants



13 1/6/09



OBJECTIVE 2.3. Use research-based practices to optimize learning.

STRATEGIES

2.3.3. Build relationships to heighten student engagement.


1. Administer school climate survey Director of Research and Evaluation, administrators, and teachers


2. Analyze survey data Director of Research and Evaluation and administrators


3. Develop and implement building-level plans of action that include student involvement

Administrators, teachers, and students


PERFORMANCE INDICATORS • Weekly Walk-Thru by principals and assistant principals documenting use of research-

based instructional and assessment practices • Annual school climate survey results documenting positive student/teacher

relationships and student engagement

14 1/6/09



OBJECTIVE 2.4. Implement International Baccalaureate Curriculum Framework K-12.

STRATEGIES

2.4.1. Develop Primary Years Program (PYP), Middle Years Program (MYP), and Diploma Program (DP).


1. Create and publish implementation timeline

Administrators and IB coordinators


2. Provide professional development for K-12 staff

Administrators, IB coordinators and outside consultants


3. Write course outlines, syllabi and unit planners

Administrators, IB coordinators, teachers and outside consultants

June 2008 – June 2011

2.4.2. Educate stakeholders about International Baccalaureate.


1. Develop and share written materials

Administrators, IB coordinators, and outside consultants


2. Conduct IB educational meetings for staff, students, parents, and community

Administrators, IB coordinators, teachers, and outside consultants


2.4.3. Expand Mandarin Chinese instruction to include grades K-8.


1. Implement Mandarin Chinese in grades 3 and 4


2. Conduct a feasibility study for grades K and 5-8

Administrators June 2009 – June 2010

PERFORMANCE INDICATORS • All IB application guidelines and annual requirements will be met • Records of IB meetings, communication, and professional development sessions

15 1/6/09



OBJECTIVE 2.5. Reduce the probability of race, socioeconomic status (SES), or disability as a

predictor of student achievement. STRATEGIES

2.5.1. Use performance data to design and deliver instruction and assessment.


1. Analyze achievement data to determine instructional needs of each student subgroup

Director of Research and Evaluation and administrators


2.5.2. Promote equity and excellence using differentiated instruction to meet

individual student needs.


1. Implement Response to Intervention (RTI) research-based practices and weekly progress monitoring for all students not meeting academic expectations

Administrators, teachers, and support staff


2. Develop and implement individual learning plans for students not meeting academic expectations (RTI Tier-3)

Administrators, teachers, support staff, students, parents, and outside agencies



16 1/6/09



OBJECTIVE 2.5. Reduce the probability of race, socioeconomic status (SES), or disability as a

predictor of student achievement. STRATEGIES

2.5.3. Identify and eliminate the barriers to academic achievement for all students.


1 Implement extended day/year opportunities for learning



2. Provide enrichment opportunities for all students



3. Analyze achievement and enrollment data to determine correlates of the achievement gap

Director of Research and Evaluation and administrators


PERFORMANCE INDICATORS • Analysis of disaggregated data tracking changes on course enrollment, grades, and

test performance • Data from Walk-Thru focused on use of differentiated instruction in classrooms

17 1/6/09

GOAL 3: TECHNOLOGY

Support student learning and organizational efficiency through the effective use of technology.

OBJECTIVE 3.1. Implement technologies that address a variety of learning styles.

STRATEGIES

3.1.1. Identify and employ technology to support teaching and learning.


1. Install standard Shaker classroom equipment Phase I (projected learning with mounted projector, computer, and sound amplification)

Administrators, Director of Technology, and technology staff


2. Provide services for multimedia use and production


June 2009 – June 2012

3. Install standard Shaker classroom equipment Phase II (interactive white board)



3.1.2. Facilitate student use of technology to meet learning needs.


1. Use Technology Academic Content Standards to inform instruction in all curricular areas



2. Provide hardware and software outside of the classroom for independent use of technology




18 1/6/09

GOAL 3: TECHNOLOGY


OBJECTIVE 3.1. Implement technologies that address a variety of learning styles.

STRATEGIES

3.1.3. Support the use of technology to monitor and communicate student progress.


1. Provide teacher access to online assessment tools (such as Aimsweb, MAP, etc.)

Administrators, Director of Technology, and data information staff


2. Implement use of Progress Book as a gradebook, with student and parent access

Administrators, Director of Technology, and data information staff


PERFORMANCE INDICATORS • Documentation of teacher use of implemented technologies for classroom

instructions • Documentation of teacher use of implemented technologies for student assessment

19 1/6/09

GOAL 3: TECHNOLOGY


OBJECTIVE 3.2. Provide support for all instructional staff as they use technology tools.

STRATEGIES

3.2.1. Provide operational training in use of technologies selected for classroom implementation.


1. Provide training for upgrade to Microsoft Office 2007

Director of Technology and administrators

September 2008 – September 2009

2. Provide training in student services software (DASL, Progress Book)

Director of Technology, student information systems staff, and administrators


3. Provide training in use of selected classroom software as adopted and/or updated

Director of Technology, administrators, and building technology team


3.2.2. Provide software and online resources to support learning and teaching.


1. Develop online instructional materials in an online course framework (Moodle course management, website, ProgressBook)

Administrators, teachers, and technology staff

August 2008 – July 2012

2. Maintain database and software subscriptions aligned to curricula

Administrators, teachers, and technology staff

August 2007 – July 2012


20 1/6/09

GOAL 3: TECHNOLOGY


OBJECTIVE 3.2. Provide support for all instructional staff as they use technology tools.

STRATEGIES

3.2.3. Maximize the integration of technology into daily classroom practices.


1. Provide online access to classroom content

Administrators and building technology team


2. Provide instruction and support for teachers to integrate technology in all curricular areas

Administrators and building technology team


3. Explore and research options for staffing to provide technology integration

Administrators and Director of Technology


PERFORMANCE INDICATORS • Evidence of staff development training opportunities and participation • Survey results of teacher use of technology

21 1/6/09

GOAL 3: TECHNOLOGY


OBJECTIVE 3.3. Develop and maintain the infrastructure to support learning and business

operations. STRATEGIES

3.3.1. Maintain adequate network and bandwidth capabilities to support technology needs.


1. Monitor network usage, evaluate and provide for additional bandwidth as needed



2. Evaluate and implement services and equipment for multimedia use



3. Maintain replacement schedule for workstations

Director of Technology and technology staff


3.3.2. Develop a strategic approach to adding services to the District network.


1. Review all projects for network capabilities prior to project development and implementation



2. Upgrade network level equipment to ensure reliability and efficient performance




22 1/6/09

GOAL 3: TECHNOLOGY


OBJECTIVE 3.3. Develop and maintain the infrastructure to support learning and business

operations. STRATEGIES

3.3.3. Implement network technologies as appropriate to District needs.


1. Provide wireless connectivity for use with District equipment



2. Provide multimedia capabilities for instruction



3. Evaluate and implement videoconferencing



PERFORMANCE INDICATORS • Inventory of technology infrastructure • Audits and evaluations of systems and performance

23 1/6/09

GOAL 3: TECHNOLOGY


OBJECTIVE 3.4. Research and evaluate new technologies to support the learning process and

business applications. STRATEGIES

3.4.1. Monitor and evaluate trends in educational technology to determine their applicability for instruction and enterprise efficiency.


1. Participate in local, state, and national initiatives to support technology development

Director of Technology, technology staff, building technology team, and teachers


2. Review and report on new technologies



3.4.2. Develop and implement use of an evaluative tool for adoption of new

technologies, both hardware and software


1. Review existing evaluation protocols for educational technology



2. Develop a tool for hardware and software evaluation

Director of Technology and building technology team

June 2010 – August 2011

3. Implement use of evaluation tool and process for new technology adoptions

Director of Technology, administrators



24 1/6/09

GOAL 3: TECHNOLOGY


OBJECTIVE 3.4. Research and evaluate new technologies to support the learning process and

business applications. STRATEGIES

3.4.3. Review and update District and building technology plans.


1. Update eTech technology plan as required for state funding and eRate funding

Director of Technology, administrators, building technology team


2. Update building technology plans



3. Update eTech technology plan as require for state funding and eRate funding

Director of Technology, administrators, building technology team



• Complete District and building technology plans • Data from evaluative review process for adoption of new technologies

25 1/6/09

GOAL 4: CLIMATE

Establish an environment that is safe, secure, and conducive to learning.

OBJECTIVE 4.1. Encourage respect for differences as preparation for success in a global and

multicultural society.

STRATEGIES

4.1.1. Complete staff, student, and parent assessments of school climate in all buildings.


1. Develop survey instruments Director of Research and Evaluation


2. Administer surveys Director of Research and Evaluation


3. Analyze data and produce reports



4.1.2. Develop the International Baccalaureate (IB) Learner Profile and Attitudes

to promote respect among all students and staff.


1. Provide professional development specific to the IB Learner Profile and Attitudes

Administrators, IB coordinators and outside consultants

June 2008 – June 2010

2. Incorporate evidence of the IB Learner Profile and Attitudes in the physical environment

Administrators, teachers, IB coordinators and support staff


3. Incorporate evidence of the IB Learner Profile and Attitudes into teaching and learning

Administrators, teachers, IB coordinators and support staff



26 1/6/09

GOAL 4: CLIMATE


OBJECTIVE 4.1. Encourage respect for differences as preparation for success in a global and

multicultural society.

STRATEGIES

4.1.3. Continue and monitor use of the behavioral components Integrated Systems Model (ISM) throughout the District.


1. Conduct professional development regarding research-based Positive Behavior Support systems

Administrators, teachers, support staff, and state support coach


2. Implement research-based Positive Behavior Support systems at the building level



3. Collect and analyze behavior data at least 3 (elementary) to 4 (secondary) times per year



PERFORMANCE INDICATORS • School climate survey results • Documented evidence of International Baccalaureate (IB) implementation regarding

attributes and attitudes • Documented evidence of use of the Integrated Systems Model (ISM)

27 1/6/09

GOAL 4: CLIMATE


OBJECTIVE 4.2. Ensure that staff and students are culturally competent and benefit from the

diversity of the Shaker schools.

STRATEGIES

4.2.1. Provide diversity training to ensure that staff and students are “culturally competent.”


1. Research the multicultural practices of the student population

Administrators, English Language Learners (ELL) teachers, and outside consultants


2. Disseminate information and create awareness and sensitivity to multicultural practices of the student population

Administrators and teacher leaders


3. Expand opportunities for meaningful student dialogue regarding cultural competency

Administrators, teachers, and student groups


4.2.2. Capitalize on the diverse environment to cultivate attitudes and behaviors

that result in mutual respect and high academic achievement.


1. Conduct student climate surveys



2. Expand the opportunities for meaningful student dialogue regarding diversity

Administrators, teachers, support staff, and student groups


3. Encourage heterogeneous grouping in academic and co-curricular activities

Administrators, teachers, support staff, and student groups


PERFORMANCE INDICATORS • School climate survey results • Evidence of increased diversity in all classrooms and courses

28 1/6/09

GOAL 4: CLIMATE

Establish an environment that is safe, secure, and conducive to learning. OBJECTIVE 4.3. Develop self-directed, responsible behavior that promotes success.

STRATEGIES

4.3.1. Utilize Integrated Systems Model (ISM) and progress monitoring to track student behavior and performance.


1. Implement research-based Positive Behavior Support systems at the building level



2. Utilize progress monitoring tools to track improved student behavior and school success



3. Collect and analyze behavior data at least 3 (elementary) to 4 (secondary) times per year.



4.3.2. Clearly and consistently communicate academic and behavioral

expectations across all grades.


1. Standardize the academic and behavioral expectations aligned with the IB Learner Profile and Attitudes

Administrators and IB coordinators


2. Embed school/district expectations in all communications

Director of Communications, administrators, teachers, and support staff


3. Incorporate evidence of the IB Learner Profile and Attitudes in classrooms and throughout the school

Administrators, teachers, IB coordinators, and support staff



29 1/6/09

GOAL 4: CLIMATE

Establish an environment that is safe, secure, and conducive to learning. OBJECTIVE 4.3. Develop self-directed, responsible behavior that promotes success.

STRATEGIES

4.3.3. Encourage personal responsibility for one’s own behavior.


1. Include students in behavioral goal-setting for parent meetings and conferences

Teachers, counselors, and support staff

November 2008 – November 2009

2. Include students in classroom behavioral goal-setting

Teachers and support staff August 2009 – June 2011

3. Use data to assist students in behavioral goal-setting

Teachers, counselors, administrators, and support staff


PERFORMANCE INDICATORS • Integrated Systems Model (ISM) data and behavioral referrals • Report card data

30 1/6/09

GOAL 4: CLIMATE


OBJECTIVE 4.4. Support new students in making a successful transition to the Shaker schools. STRATEGIES

4.4.1. Welcome, support, and follow-up with new students and their families.


1. Evaluate, revise, and implement a district orientation process for grades K-12

Registrar, administrators, project coordinator, and support staff


2. Review and align building-level orientation processes

Administrators, registrar, project coordinator, and support staff


3. Review and revise orientation sessions for students transitioning between schools

Administrators and counselors


4.4.2. Assess academic strengths and weaknesses of incoming students.


1. Administer Measures of Academic Progress (MAP) and other diagnostic measures

Administrators, counselors, and support staff


2. Conduct records review and intake interviews

Administrators, counselors, teachers, and support staff



• Evidence of K-12 registration and orientation process • Follow-up data from new students and families • Data from assessments of new students

31 1/6/09

GOAL 5: PARENT INVOLVEMENT

Establish ongoing home/school partnerships to support a high quality education.

OBJECTIVE 5.1. Promote parent participation and support in school activities and functions.

STRATEGIES

5.1.1. Create a welcoming environment in schools for parents.


1. Cultivate a friendly, caring atmosphere in the school office and classrooms

Administrators, secretarial staff, teachers, and support staff


2. Utilize the school climate survey of parents to acquire further parent input



3. Additional action steps will be developed using parental input through a formal strategic planning process with an outside consultant

5.1.2. Encourage two-way communication between home and school.


1. Employ multiple methods to communicate with parents and encourage feedback

Administrators, secretarial staff, teachers, PTO, and support staff


2. Increase use of Progress Book by parents and teachers




PERFORMANCE INDICATORS • Inventory of methods and materials used to involve and communicate with parents • Parent survey data

32 1/6/09



OBJECTIVE 5.2 Communicate with parents/guardians about resources available to support learning.

STRATEGIES

5.2.1. Utilize multiple methods to effectively communicate with parents.


1. Increase the variety of methods by which we communicate and interact with parents

Director of Communication, administrators, teachers, and support staff



5.2.2. Inform parents of instructional options, programs, and resources available

to support student learning.


1. Increase parents’ knowledge of conference periods, tutoring centers, and extended school learning opportunities offered by the District and community



2. Review and expand strategies for informing parents about all available options and programs from which their children can benefit academically and socially

Administrators, secretarial staff, teachers, PTO, and support staff



5.2.3. Involve parents, especially those of struggling students, to increase success in school.


1. Provide parents with specific academic support materials to be used in the home




PERFORMANCE INDICATORS • Inventory of methods and materials used to involve and communicate with parents • Parent survey data

33 1/6/09



OBJECTIVE 5.3 Collaborate with parents to ensure student readiness for learning.

STRATEGIES

5.3.1. Provide assistance to parents regarding how to support the learning process at home.


1. Encourage parents to provide a home study area, schedule study times, and monitor completion of homework

Administrators, teachers, counselors, and parent support groups


2. Enhance parents’ knowledge and use of time management, organizational/study schools, and personal fitness/wellness choices of students

Administrators, teachers, counselors, and parent support groups



5.3.2. Communicate with parents of preschool children what children need to

know and be able to do to be ready for kindergarten.


1. Identify preschool programs, homecare providers, and other community organizations serving preschool-age children

Director of Elementary Education and Director of Special Education


2. Review and revise the phase-in process for incoming kindergarteners

Director of Elementary Education


3. Develop and disseminate materials describing readiness skills for incoming kindergarteners

Director of Elementary Education



PERFORMANCE INDICATORS • Documentation of parent communication and workshops • Evidence of school initiatives that involve parents in improving student achievement

34 1/6/09

GOAL 6: COMMUNITY INVOLVEMENT

Foster and build upon the foundation of public support for and confidence in the District.

OBJECTIVE 6.1. Ensure that the community is informed about and actively involved in supporting

the District’s mission.

STRATEGIES

6.1.1. Review, enhance, and implement marketing/communication strategies about District accomplishments and challenges.


1. Expand community involvement in career exploration programs that include emphasis on diversity of opportunity

Teachers, administrators, and counselors


2. Additional action steps will be developed using community input through a formal strategic planning process with an outside consultant

6.1.2. Maintain strong, ongoing relationships with representatives from

community groups.


1. Meet periodically with representatives from school, and community organizations

Superintendent, Board of Education, and administrators



6.1.3. Enhance ongoing partnerships with local community organizations.


1. Increase community involvement in supporting the Senior Project program

Administrators, teachers, Senior Project Coordinator/ assistants, and Parent Teacher Organization (PTO)

September 2008 – June 2012


PERFORMANCE INDICATORS • Inventory of methods and materials used to communicate with community

stakeholders • Community survey data

35 1/6/09



OBJECTIVE 6.2. Collaborate on the expansion of academic and social activities after school and on

weekends. STRATEGIES

6.2.1. Collaborate with local agencies to create and improve after school and weekend activities.


1. Create and improve after school/weekend programming for students in collaboration with city leaders, Shaker Youth Center, Shaker Heights Public Library, and other community agencies

Superintendent and administrators

January 2009 – January 2010


6.2.2. Extend service learning opportunities.


1. Collaborate with local organizations to increase service-learning opportunities

Administrators, counselors, IB coordinators, and teachers



PERFORMANCE INDICATORS • Inventory of collaborative out-of-school partnerships with local agencies

36 1/6/09



OBJECTIVE 6.3. Cultivate partnerships with corporations, universities, medical and cultural

organizations, and donors for the benefit of students. STRATEGIES

6.3.1. Build school/business partnerships with local corporations.


1. Develop a protocol for soliciting partnerships between schools and local organizations

Administrators January 2010 – August 2010

2. Develop a list of business/corporate partners, their contributions and learning experiences available



6.3.2. Collaborate with local post-secondary schools, hospitals and cultural

organizations to expand learning opportunities and develop 21st century life/career skills.


1. Develop a protocol for soliciting partnerships between schools and local organizations

Administrators January 2010 – August 2010

2. Develop a list of post-secondary schools, hospital and cultural organizations and the learning opportunities they will make available




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OBJECTIVE 6.3. Cultivate partnerships with corporations, universities, medical and cultural

organizations, and donors for the benefit of students. STRATEGIES

6.3.3. Pursue alternative funding sources.


1. Explore external funding sources Board of Education, Shaker Schools Foundation, administrators, faculty, and Parent Teacher Organization (PTO)



PERFORMANCE INDICATORS • List of active partnerships • Documentation of meetings and activities

Documents

Goal 1 Goal 2 Goal 3 Goal 4 Goal 5 Goal 6 · 1. Maintain ambitious learning goals for all students. 2. Use data-driven decision making to design instruction. 3. Use research-based