It has been over a year since the CACIEE final report was delivered. There has been no status report on implementation from the District since the one in May - nine months ago - which not only reported little progress but expressed a lot of doubt about the potential for implementation. There is very little discussion of the CACIEE recommendations these days. So what's up with that? Has the effort been abandoned? If so, shouldn't there be an annoucement to that regard? What other large scale efforts have been abandoned? Is the Five Year Plan still in effect?
I suggest that you review the Strategic Implementation Team's May 3 status report. You can see it here:
http://www.seattleschools.org/area/main/Public_Affairs/06_may_report.pdfThe District no longer offers a link to it from any of their web pages, but you can still reach it through the PTSA pages. Pay special attention to the spreadsheet at the end that purports to show the status of each recommendation (many of them are mischaracterized). Note how many of them were supposed to have shown concrete progress by now. I have my own table (see below).
It has also been some time since the "Community Conversations" that followed the State of the District address in September. The District put forward sets of academic goals, operational goals, and community engagement goals at these events. Although there were promises of further Community Conversations, none have followed. Has there been any report on progress towards the goals announced in these conversations?
The District adopted a School Family Partnership Plan, but has failed to implement all but a tiny part of it. Forgive me if I question the District's commitment to this effort. The person the District put in charge of promoting family involvement, Caprice Hollins, regards family involvement as an indicator of White Privilege. The Board bemoans the lack of dialog with the public but takes no steps to allow dialog. They haven't held any Community Conversations since their one and only over a year ago.
Seattle Public Schools is very good at setting goals and announcing plans, but they have not proven effective at implementing plans or achieving goals. This disconnect is rarely explored in the Seattle Times, the P-I or any of the major local media. No one with a voice louder than mine ever goes back and checks on implementation and achievement. No one with a voice louder than mine ever tries to hold the District accountable.
I hear people talk all the time about Superintendent Manhas' integrity, but I have to say that I have never seen it. I have never seen him follow through on anything that he said he would do. I have never seen him hold anyone accountable - least of all himself. I'm begining to think that everyone else has some other definition of the word "integrity" than the one I have.
I would really love to see someone at the Seattle Times or the P-I do a report on progress the District has made towards implementing plans and achieving goals made during Mr. Manhas' administration. It may be a fruitless exercise, however, because I suspect that the new Superintendent will not be expected to fulfill any of these commitments. This highlights another specific dysfunction of the Seattle Public Schools culture - it does not operate like an institution. The District's policies, practices, and promises are all personal and all expire when the person who set the practice or made the commitment leaves the job. So long as the District keeps changing personnel - and the turnover is dizzying - they never have to fulfill ANY of their promises. Institutions aren't supposed to work that way. Institutions are supposed to maintain continuity DESPITE changes in personnel.
So, presuming that the CACIEE report and recommendations will expire with Mr. Manhas' tenure as Supeirntendent, maybe it doesn't matter if the District implements their recommendations or not. Just the same, I would like to see a major local media outlet make mention of the report and the implementation status just one more time - if only to acknowledge that it is dead.
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CACIEE Final Report recommendations:Governance and Leadership Capacity
1. The Superintendent must show strong, decisive leadership to move the District forward on an aggressive reform agenda. True reform includes organizational culture change and will require clear direction, strategic decision-making, and a no-excuses approach. It is the Superintendent's responsibility to act boldly and lead the charge to align the agendas of the District, the School Board and outside groups with a laser-like focus on academic achievement.
---I don't think anyone would claim this was done. No culture change, no clear direction fromt he District leadership, no strategic decision-making, no bold acts of leadership, no focus on academic achievement. The evidence for the lack of culture change is abundant. The only strategy level decisions I have seen since then were the school closures and the project list for BEX III. Were they strategic? The closest thing to a bold act leadership from Mr. Manhas was his resignation. ---
2. We recommend the School Board more clearly define its roles and responsibilities relative to District staff through the review and adoption of a governance model such as the Carver Policy Governance model or a comparable board governance model
---Not done. The Board is incapable of governance because they have no means for holding anyone accountable.---
3. Creating a new, 3-year executive team position charged with implementing the full package of restructuring actions recommended in this Committee's final report and serving as an integrating function across all District departments;
---This they did. There is a Strategic Implementation Team. Of course, they haven't implemented anything, haven't issued a report for nine months, and that report was essentially a surrender---
4. Creating a new, permanent executive team position with responsibilities for marketing, communications and community outreach and responsiveness
---Not done. This recommendation was rejected.---
5. Establishing an executive search process aimed at recruiting outstanding talent to the District (including principals), which, among other activities, would consider retaining executive search firms for senior level positions
---Not done. No process.---
6. Establishing an ongoing commitment to leadership training for senior and mid-level managers (including principals)
---The District is doing something and calling it leadership training, but it either may or may not be legitimate. They were doing something called leadership training BEFORE this recommendation as well.---
7. Clarifying roles and responsibilities at the senior management level, especially with regard to principals and Education Directors.
---Not done. The lines of authority and accountability are just as tangled as ever.---
8. We recommend the creation of a new, permanent position exclusively responsible for developing the highest quality Principal Corps in the country, including coordinating hiring, training, growing and retaining these critical leaders.
---Not done.---
Strategic Planning
9. Develop and implement a rigorous, system-wide, annualized strategic planning process driven by academic priorities (vs. funding) and projected out at least five years at a time. This process would be owned by the Superintendent and would include:
---Not done. There is no process and no strategic plan.---
9A. Development of a sharper mission statement;
---Not done.---
9B. A thorough review of future demographics and financial realities;
---Not done.---
9C. A concise overview of the District's priorities and the strategies to achieve the goals;
---Not done.---
9D. Data to support the priorities (including past results, long- term forecasting, stakeholder input, and education research);
---Not done.---
9E. Stakeholder outreach and buy-in;
---Not done.---
9F. Measurable, year-to-year targets to assess progress against goals;
---Not done.---
9G. Ownership for each priority at the executive level;
---Not done.---
9H. Changes to normal operating procedure that will support the long- term success of the plan;
---Not done.---
9I. An on-going feedback loop with regular updates to the plan.
---Not done.---
Budgeting
10. Implement a priorities-based budgeting process that clearly aligns financial decisions with academic priorities in which:
---Not done. The budget was done this year without any discussion of academic priorities at all.---
10A. Activities and programs are ranked by the District's senior leadership team according to their importance to the core priorities of the District;
---Not done.---
10B. Activities and programs are required to have clearly articulated goals and success metrics;
---Not done.---
10C. The costs to produce any given activity are re-estimated and justified anew annually;
---Not done.---
10D. Programs that are deemed not to align with District priorities, or are deemed ineffective relative to established success metrics, are eliminated and those resources are redirected;
---Not done.---
10E. Reviews of spending against budget are conducted on a quarterly basis;
---Not done.---
10F. Weighted Student Formula is carefully evaluated to determine if it is indeed meeting its strategic objectives and is benchmarked against other districts to determine where opportunities exist to significantly simplify the administration process and reduce costs.
---This was done. I don't know how careful the evaluation was, or if the WSF was judged on these criteria, but it was weighed and found wanting. It is being replaced.---
Accountability11. Ensure consistent quality across the system by implementing a rigorous accountability plan that:
---Not done. There is no accountability plan. I STRONGLY recommend that everyone read the Superintendent's original Accountability Plan. It is, without a doubt, the funniest official government document I have EVER read. The irony is so thick you could pave a street with it.---
11A. Establishes clear lines of accountability for every District employee;
---Not done.---
11B. Is rooted in the concept of earned autonomy;
---Not done.---
11C. Puts in place common success metrics for schools, including an annual assessment process that carries consequences, both positive and negative;
---Not done.---
11D. Focuses central office functions on continuous quality improvement and the elimination of inefficiencies.
---Not done.---
Marketing12. Expand and enhance District communication and marketing capability by:
---Not done. The May status report from the Strategic Implementation Team essentially acknowledged that this recommendation was dead on arrival.---
12A. Creating a new, permanent executive team position with responsibilities for marketing, communications and community outreach and responsiveness;
---Not done. The Communications Director quit. He was an honest man who wouldn't participate in the District's misinformation campaigns.---
12B. Enhancing public engagement through professional and objective research and the use of statistically valid marketing surveys, including regular parent satisfaction surveys. Such an enhanced effort should extend particularly to communities of color, immigrants, refugees, those with special needs, and the poor;
---Not done.---
12C. Providing support to local school marketing committees, parents and community groups to help attract students through the powerful tool of parent-to-parent marketing and to encourage parental involvement;
---Not done.---
12D. Enhancing and improving the media outreach capability of the District with expanded staff and updated systems, including regular direct communication with parents and all stakeholders;
---Not done.---
12E. Hiring a professional communications/marketing firm with expertise in public education;
---Not done.---
12F. Investing in limited yearly budget for paid media to communicate the accomplishments and attractions of Seattle Public Schools.
---Not done.---
Data-Based Decision Making
13. Prioritize the use of student data to aide District-wide and school-based decision making, inform instructional practices and foster greater parental involvement. Specifically:
---Not done---
13A. Implement periodic student assessments in core subjects. Use data to improve instruction and to gauge student progress;
---Not done---
13B. More accurately disaggregate student data for bilingual, immigrant and refugee students;
---Not done---
13C. Complete full implementation of The Source, an excellent on- line information system whereby parents and teachers can obtain information about students' coursework, attendance, grades and other assessments; ---This has been done. The Source is really great.---
13D. Perform a uniform kindergarten readiness assessment to all incoming students. Communicate data to Seattle-area early learning providers.
---Not done---
Teaching and Hiring Development
14. Aggressively recruit, develop and retain quality teachers by:
---Not done---
14A. Providing competitive compensation, including pay and benefits (i.e., funding the current negotiated contract); ---This was done before the CACIEE report.---
14B. Placing special emphasis on potential teachers with particular expertise and content knowledge in the areas students are struggling most (i.e., math and science), teachers of color and bilingual teachers;
---Not done---
14C. Increasing stability by reducing turnover at high-need/low-performing schools by providing incentives to teach in these schools, including strong and ample support to staff, small class size, quality leadership, and active and productive professional learning communities;
---Not done. There are no real incentives to teach at these schools. I'm not aware of any special effort to support the staff at these schools. There is no special effort to reduce class sizes at these schools. There is no special effort to change the leadership at these schools. The only concrete effort to reduce turnover is the suspension of seniority rules on lay-offs for teachers at "flight" schools.---
14D. Funding the Flight One incentive pay provision included in the current negotiated agreement. The Committee recommends a thorough, regular analysis of all policy changes - such as this one - to ensure they have the desired result;
---The incentive pay may have been done, as the District committed to doing before the CACIEE report, but the thorough regular analysis was and is not done---
14E. Retooling recruitment and hiring procedures to enable the District to hire teachers earlier in the process and making it easier for candidates to apply;
---Not done---
14F. Targeting professional development to training that supports teachers' ongoing learning in a way that is aligned with the District's top instructional priorities (e.g., training on the new math curriculum, AP courses, college readiness assessments, grade level coordination, etc.). This could also include targeted use of subject specialists (e.g., math and science coaches) to work with teachers to improve instruction;
---Not done---
14G. Providing incentives and support for teachers who earn a National Board for Professional Teaching Standards (NBPTS) certificate.
---This was done before the CACIEE report---
14H. Developing and implement a rigorous teacher evaluation program to assess performance, encourage and support professional growth, create and recognize excellence and remove poor performers at all levels.
---Not done---
Curriculum Enhancements
15. Establish system-wide consistency and rigor within the curriculum that first emphasizes mastery of reading, writing, mathematics and science as foundational skills and then extends beyond to expand dual language opportunities and system-wide K-12 music offerings. This could include:
---Not done---
15A. Aligning all actions, policies and investments with strategies aimed at ensuring all students meet or exceed grade level standards set for reading, writing, math and science.
---Not done---
15B. Developing aligned curriculum for all core subjects for all schools. The curriculum must align with state learning standards for each grade level.
---Not done---
15C. Implementing the planned math curriculum adoption and ensuring adequate funding of implementation and early evaluation.
---Not done. There has been a middle school math adoption, but I don't know anyone who is happy with it. There has yet to be any adoption for elementary or high school. The new middle school curriculum does not integrate with the existing high school curriculum.---
15D. Stating in clear terms that science is considered a core part of K-12 offerings. This would include moving rapidly to complete the implementation of a high-quality science program K-12 – with special focus on middle school and high school science.
---Not done---
15E. Developing a comprehensive approach to implementing and evaluating professional development. All investments should be aimed at successful implementation of the laser-like focus on mastery of the basics and the new curriculum adoptions.
---Not done---
15F. Providing access for all elementary and middle school students to the District's award-winning instrumental music program as well as other arts offerings.
---Not done---
Targeted Class Size Reductions/Improved Student-Teacher Ratios
16. Reduce student-teacher ratios for core subjects in the early grades and for struggling students to:
---Not done---
16A. 20:1 in grades K-3; and
---Not done---
16B. 15:1 for very low-income and/or academically challenged K-3 classrooms;
---Not done---
16C. Please see section on remedial assistance for an additional class size reduction recommendation specifically related to remediation.
---Not done---
High School Rigor17. Strengthen high schools and better prepare students for college and work through:
---Not done---
17A. A series of curriculum reforms aimed to setting appropriately high expectations and ensuring all Seattle
---Not done---
17B. Public School students have access to a college-prep curriculum including a) funding six periods per day of relevant coursework for all high school students; b) enacting a higher course-load requirement for graduation; and c) expanding offerings of and access to Advanced Placement, honors and International Baccalaureate classes;
---Something close to six periods has been funded, but there was no change in the graduation requirements and no noticable expansion of AP, Honors, or IB since the CACIEE report---
17C. Increased graduation requirements to include, at a minimum, four years of English, three years of math, and two years of foreign language;
---Not done---
17D. Examining and adequately funding the "foundation" needed for high school administration at the school level.
---Not done---
Remedial Assistance18. Provide adequate remedial assistance to students in need through:
---Not done---
18A. Partnerships with community colleges, four-year institutions and OSPI to establish a Summer College program for high school students who do not meet the WASL standard.
---Not done---
18B. Beginning in the 2006-07 school year, increase learning opportunities for the classes of 2008 and 2009, such as providing double doses of math and literacy/reading for students struggling in these areas.
---Not done---
18C. Shift toward a preventative strategy of identifying incoming middle and high school students who are at-risk of not meeting standards, and providing extra learning opportunities (i.e., more time on task) to keep those students on track with college- and workforce-preparatory requirements.
---Not done---
18D. Carry out OSPI's Project Graduation 9th Grade Transitions and Extra Help Program:
---Not done---
18E. Place the most highly-qualified high school teachers in 9th grade. Criteria for high-quality teachers should include past student performance and the teacher's area of study.
---Not done---
18F. Lower teacher-student ratios to 20:1 in 6th and 9th grades, on a targeted as-needed basis.
---Not done---
Pre-Kindergarten & Full-Day Kindergarten
19. Serve as a partner (rather than an administrator) of early learning programs, and establish procedures to better coordinate existing early learning programs:
---Not done. The District could have done this at T T Minor and chose to go in the other direction.---
19A. Work with pre-K providers to ensure curricula are aligned with the skills students need to enter kindergarten;
---Not done---
19B. Place pre-K programs in elementary schools, especially in areas with high-need populations, to ensure smooth kindergarten transitions and reduce the "preparedness" gap that often contributes to the achievement gap;
---Not done. Again, see the T T Minor example.---
19C. Perform a school readiness assessment for all incoming kindergarten students. This will provide feedback to pre-K administrators on the impacts of their programs;
---Not done---
19D. Assign one point-person to oversee and coordinate the District's partnership in early learning;
---Not done---
19E. Work with other early learning partners to coordinate and streamline the multiple early learning programs in Seattle to create a true system that will prepare all children for kindergarten.
---Not done---
Family Involvement & Community Partnerships
20. Better leverage the time, skills and decision-making power of parents, community organizations and community volunteers to help students, especially at-risk students, to achieve. Specifically:
---Not done. In fact, aggressively not done.---
20A. Create additional Family Resource Centers to be located in strategic geographic areas (this may be best accomplished by partnering with the City's existing Family Support Centers program);
---Not done---
20B. Better coordinate communication between staff teams within the district who are points of contact for parents and community;
---Not done---
20C. Develop community partnerships with nonprofit groups to maximize District resources and finances.
---Not done---
Facilities
21. Re-size the District's physical capacity to accurately fit current student and enrollment and projected future enrollment by:
---This was partly done, but done clumsily and without strategic vision---
21A. Closing a number of active schools to eliminate underutilized space by 1.0 to 1.5 M square feet;
---Partly done, but done clumsily and without strategic vision---
21B. Developing sensible school closure criteria and a decision- making process that supports academic goals;
---Not done. The connection between the closures and academic goals was never properly established---
21C. Implementing an immediate moratorium on committing new capital expenditures aimed at improving existing school facilities (i.e., water quality improvements or building remodels) or building new school facilities until this activity is completed.
---Not done---
Real Estate Management
22. Generate a new, ongoing revenue stream to support academic strategies through improved stewardship of Seattle Public Schools' vast real estate holdings, including under-utilized and non-school based real estate assets.
---Not done---
Transportation23. Reduce the gap between transportation services provided by Seattle Public Schools and transportation funding allocated by the state.
---Partly done---
Centrally-Run Functions (Non-Academic)
24. Reduce central office infrastructure expenses through aggressive changes in processes and systems. This would include:
---Not done---
24A. Thorough examination in each area for the most cost effective way to deliver the given service;
---Not done---
24B. An approach that prioritizes the elimination of unnecessary work and inefficiency and a culture of continuous improvement with direct employee involvement. Some examples include:
---Not done---
24B1. Reducing the considerable staff time spent on analysis and recommendations for the Board and senior management by making such work more efficient, strategic and actionable. We recommend engaging the staff to solicit their suggestions on how to streamline this process.
---Not done---
24B2. Breaking down barriers between different functions to reduce the incidence of organizational silos, which often lead to duplicative or uncoordinated work.
---Not done---
24C. Consideration in many areas for alternative ways of delivering a given service than by the District itself, including school security, facilities and grounds maintenance, payroll administration, warehousing and purchasing. In some cases this may entail outsourcing; in others it may entail seeking other entities to provide the service.
---Not done---
24D. Benchmarking against other districts' methods for delivering services as a means of identifying possibilities.
---Not done---
Centrally-Run Programs (Academic)25. Analyze all central office academic expenditures and reprioritize for the '06-07 budget based on the District's top academic priorities to realize savings and eliminate inefficiencies wherever possible.
---Not done---
Special Education26. Close the gap between special education funding and expenditures.
---Not done---
Bilingual Support
27. Restructure bilingual support services to better serve bilingual students while improving program efficiencies. Specifically:
---Not done---
27A. Develop and Integrate a Quality Instructional Delivery Model – Align all resource allocation with a deliberate and strategic instructional model grounded in research. After a thorough review of the bilingual department's service models, resource allocation and staffing patterns, the District should create an overall strategy and implementation plan for all bilingual education programs. Program decisions should be guided by and measured against the plan, and the plan should be benchmarked and evaluated annually for progress and modification. Until a program evaluation is completed, all new program development should be halted.
---Not done---
27B. Bilingual Orientation Center (BOC) Programs – Perform a professional evaluation of current Bilingual Orientation Center (BOC) programs. Examine future academic achievement levels of BOC students against their non-BOC bilingual peers and alternate service delivery models where staffing is reduced and service delivered in neighborhood schools. Also examine possible savings associated with closing or relocating underutilized BOC facilities.
---Not done---
27C. Grouping Language Services – Consider grouping language services within clusters at individual schools. This would allow more precise matching of language-specific Instructional Assistant (IA) staff with the predominant languages of students in each building, and reduce transportation costs.
---Not done---
27D. Consolidate Program Management – Consolidate program management between Title I/Learning Assistance Program (LAP)/Migrant and TBE and fully integrate bilingual programs with Title I/LAP programs. Program planning should be conducted as part of the District's academic plan and integrated with Title I and LAP planning.
---Not done---
27E. Evaluate and Clarify IA Roles – The current IA staffing ratios should be evaluated to ensure that the costs associated with current and future funding requirements are aligned with increased academic achievement. The evaluation should also include professional development and cultural competence challenges and opportunities. Estimated annual savings of $1.5M, beginning in '09-'10.
---Not done---
27F. Bilingual Immersion – Considerable research supports bilingual immersion programs as a highly effective strategy for closing the achievement gap for bilingual students. Bilingual immersion programs are also wildly popular with parents who want their children to learn a second language. If bilingual immersion programs are indeed the best instructional model and may increase market share, restructure the bilingual program to support expansion and integration of this model.
---Not done---
Alternative School Configurations28. Support alternative schools while managing operations to bring cost into par through:
---Not done---
28A. Eliminating free transportation to alternative school students (except for those eligible for FRL). Please see the Committee's recommendation on transportation for details.
---Not done---
28B. Co-locate compatible learning programs.
---Not done---
