Superintendent’s 90 Day Entry Plan

Matthew Gutierrez, Ed.D.

The beginnings of strategic planning… Destination 2022Vision: Our vision is a culture of excellence within our schools and community.

Mission: To provide every child an excellent education in a supportive environment so they achieve their highest potential and become leaders and contributors in the global community through rigorous and relevant learning in partnership with committed staff, parents, and community

Values: All students are successful. All students are prepared for life after graduation. All schools provide a caring and safe environment. All students and staff feel valued. Parents, staff, and community are committed to student success.

PurposeThe purpose of this document is to outline my entry plan as the next superintendent of the Seguin Independent School District. The entry plan consists of goals, activities and a timeline that will be implemented in the initial months of employment to gain a deeper knowledge and understanding of what makes SISD so great. Particular attention will be on meeting key stakeholders to learn the culture, people, systems, and the community to ensure connectedness. Through stakeholder meetings and open communication avenues, I will build relationships, learn what has made SISD a point of pride in the community, and develop a depth of knowledge on how to continuously improve the organization to benefit those we serve, our students.

GoalsTo ensure an effective, efficient, and orderly transition of leadership, keeping the focus on continuous improvement and increased student achievement for all students.

To adhere to Board’s policies and governance by developing a trusting, productive, transparent and collaborative relationship with the Board.

To create opportunities for me to listen broadly and deeply to a variety of stakeholders to gain a comprehensive understanding of all key aspects of Seguin ISD and increasing community engagement.

To create a culture of mutual accountability that achieves the best academic, developmental, and emotional outcomes for all students through a guaranteed and viable curriculum.

To ensure fiscal and human capital efficiency, effectiveness, and transparency.

Day ZeroShare 90-day entry plan with Board of Trustees

Create introductory letter and video message to teachers, staff, administrators, parents, and community at large

Familiarize myself further with the District Improvement Plan to begin laying the foundation for a 5-year strategic plan, Destination 2022

Organize student-led campus tours

Organize daytime and evening meet and greet sessions with teachers, staff, administrators, parents, and community at large

Attend student activities occurring in July

Analyze student enrollment, teacher allocations, and financials

Day ZeroRequest briefing documents from division managers (Human Resources, Business, Curriculum, etc.) providing an overview of their current areas of responsibility, and major initiatives under way with projected timelines

In addition, request a review of significant or potential problems in each area of responsibility and major decisions needing to be made in one month, three months and six months

Create a district-wide employee environmental survey to gain a comprehensive picture of district culture

Establish Key Communicators where Trustees and the Superintendent engage in dialogue with local business, city, and faith-based leaders

Days 1-10 (August)Review current budget development and implementation processes, including financial projections, resource allocation and budgeting, to ensure that they are fiscally responsible while providing what campuses and departments need to focus on student learning

Align budget and resource allocation with professional learning opportunities geared to targeted, data-driven improvement efforts (strategic planning)

Days 11-20 (August)Begin meeting with Board President on a weekly basis

Conduct individual meetings with Board Members

Participate in Board Retreat - Team of 8

Discuss back to school professional learning for all employees

Conduct individual principal meetings to understand campus needs

Conduct individual meetings with central office leadership

Engage in employee kick-off/convocation to build community and pride

Days 11-25 (august)Engage in teacher planning and facilitation for professional development

Establish Superintendent’s Student Advisory made up of 5th through 12th grade representatives from each campus

Schedule meetings with the established parent organizations for initial listening and learning sessions. Establish routine meetings and communications with these organizations

Schedule meetings with the established student leadership organizations for initial listening and learning sessions

Visit campuses first week of school and ride bus routes within first week.

Days 11-25 AugustInstructional focus for all district staff will be on teaching kids with poverty in mind.

● District-wide book study - Eric Jensen’s “Teaching Kids with Poverty In Mind

● Engaging Parents● Social Emotional Learning● Effective strategies inside and

outside of the classroom● Access resources necessary to

meet needs

https://youtu.be/GyufTcBM-FM Momentus Institue Video Clip

https://youtu.be/GyufTcBM-FMhttps://youtu.be/GyufTcBM-FM

Days 25-40 (August/september)Structured campus visits and participation in Professional Learning Communities

Review Campus Improvement Plans with each individual principal

Collaborate with Cabinet to begin the 5-year strategic planning process that will be facilitated internally and engage key stakeholders in the process with following focus areas:

Employee Recruitment, Retention, and Engagement (HR)

Teaching and Learning

Community Engagement

Facilities

*Budget planning will be interwoven into all strategic categories, budgetary decisions will be strategic.

Days 25-40 (august/september)Review student data for all student populations, including data by student groups, subjects, and schools and evaluate the current courses of action. Consider instructional program alignment and goals, and priority action areas for the district. Create a three-year task force in the following areas to address areas of opportunity:

Special Education

English Language Learners (Secondary)

ELLs and Bilingual Learners (Elementary)

Post Secondary Readiness

Teaching Students from Poverty (Economically Disadvantaged)

Days 40-60 (september/october)Evaluate what processes are in place to provide guidance, counseling, mental health, physiological and social services

Around this time, another Board retreat will be scheduled to announce findings, propose plans and collaborate with the Board on a planning system to drive improvements in student achievement and district efficiency. Proposed plans and agendas will also be communicated to the school community to promote understanding, commitment and support for the goals and purpose of making Seguin the area’s destination district

Days 61-90 (october-december)Conduct first community stakeholder meetings to garner feedback on current mission, vision, and values along with identifying areas of focus for the strategic plan

Launch survey to obtain community feedback from those unable to attend strategic planning stakeholder meetings

Present initial strategic planning during Regular November Board Meeting

Revisit environmental surveys with Cabinet to evaluate mid-year progress

Days 61-90 (october-december)Conduct two-day strategic planning retreat to outline our five-year vision, develop goals, and determine strategies

The strategic planning committee will consist of 30-40 of the following:

Board appointed community members, central administration reps, campus admin reps, teacher leaders, student leaders, parents

Board approves strategic plan during Regular Board Meeting in January 2018

Areas of Celebration Finance - Fund balance is over 6 months of operating costs or 57%. A healthy standard is 25%

Seguin ISD’s demographics almost mirror the demographics of Texas

Graduation rates are above state and region 13 average

87% of 2016 grads graduated with recommended or DAP diploma, 7% above state average

Third grade performs in line with state average for Reading and Math STAAR

CelebrationsClass sizes are great, no more than 14 average at the secondary, as reported

30% minority teachers, an increase of 5% since 2013 and average teacher experience in district is 7 years

Almost 60% of Seguin ISD’s teachers have more than 6 years of experience

Ratio of teachers to programs are appropriate, other than CTE

K-7th grade retention rates for non-special education and special education students below state average

Areas of OpportunityBelow state average on STAAR subjects in 3rd, 4th, 5th, 6th, 7th, 8th, and high school. In several cases by double digits

Action: Understand whether PLCs are being implemented with fidelity in which teachers are planning common assessments, involved in data-informed decisions, and unpacking the TEKS to guide instruction.

Action: Classroom walkthroughs with principals to monitor lesson alignment to standards, level of rigor and relevance, level of student engagement and accountability. Follow-up conversations with teachers and principal to facilitate self-reflection. Evaluate “Tier I” instruction to address depth of standards and enrichment.

Action: District-wide writing and literacy focus across content areas to also address PBMAS. The implementation of literacy interventions must be fully supported by educational leaders with essential training for teachers on best practices and implementation into the curriculum, supported by a nurturing and supportive relationship between the school and home, to best provide for the literacy needs of all students. A clear understanding on the overarching importance of literacy, cross-curricularly, will be emphasized.

Areas of OpportunityPBMAS Report indicates ESL all subjects 3-8 are at Stage 3; LEP EOC Math and ELA are at Stage 3; Special Education Writing and Social Studies are at Stages 3; Special Education EOC Math, Science, and Social Studies are at Stage 3; Special Education ELA EOC is at Stage 4.

Action: Understand whether PLCs being implemented with fidelity where teachers are planning common assessments, analyzing data to determine root cause, evaluating Tier I instruction, review RtI efforts, and unpack TEKS.

Areas of Opportunity - PBMAS Continued Action: Classroom walkthroughs with principals to monitor lesson standard alignment, level of rigor and relevance, level of student engagement and accountability. Follow-up conversations with teachers and principals to facilitate self-reflection.

Action: Implement district-wide writing/literacy focus across content areas

Areas of Opportunity - PBMAS ContinuedAction: Provide opportunities for families to participate in STEM, Literacy, and Math/Science Nights where students focus on critical standards through engaging hands-on, authentic activities

Action: Understand why students are not advancing to Advanced Standard performance through walkthroughs and PLCs; how to adjust C & I to increase depth of knowledge and extension learning opportunities via transdisciplinary efforts that transcend the disciplines.

Action: Review SpEd student’s IEP with SpEd Director to understand placements and review IEP goals, specifically review increase of STAAR-A participation.

Areas of Opportunity Postsecondary ReadinessPostsecondary Readiness 5-13 points below state average in Math, Science, Social Studies, and Writing with all students.Action: Meet with Chief Academic Officer.

Special Education performance in single digitsELL Reading 7%, Math 13%, Writing 10%, Science 11%, Social Studies 13%Action: Meet with SpEd Director to review current programming.

Advanced Standard 4-5 points below stateAction: Address double digit Advanced deficit at high school by reviewing curriculum and tier I instruction to ensure instruction and learning opportunities are provided to students to deepen understand of standards. Similar action for elementary and middle school.

AP participation in single digitsAction: Investigate a “Commitment to Equity” program to ensure equity and access to advanced courses.

ACT and SAT participation on a downward trendAction: ACT and SAT prep through advisory and/or weekend prep courses to improve at/above criterion that is currently at 4.9%.

Building a culture of high expectations for all...

Destination 2022