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    Superintendent Juneau Entry Plan

    Seattle Public Schools are high performing, excelling in providing students with outstanding educational opportunities. The district consistently outperforms the state academically and a recent Stanford study identifies Seattle as the third highest performing urban district for third- through eighth-grade student academic growth. Graduation rates have also increased significantly, most notably for students of color.

    As Superintendent Juneau takes over leadership of the state’s largest school district, her commitment to continued school improvement and success for every student depends on a comprehensive entry plan that will instruct and inform her and the school board as they work together to renew the district’s strategic plan and direction.

    The purpose of this entry plan is to support a smooth leadership transition, build Superintendent Juneau’s knowledge of the district and provide an intentional and inclusive structure for Superintendent Juneau to engage with the Seattle Public Schools community and stakeholders. The entry plan activities reflect the superintendent’s personal commitment and strong desire to listen and learn from students, families, staff and partners.

    Entry Plan Phases

    This entry plan has three distinct phases:

    • Phase I: Pre-Entry Prior to July 1
    • Phase II: Entry, Listening and Learning July 1 – Dec. 31, 2018
    • Phase III: Post Entry, Reporting Jan. 1 – June 1, 2019

    Information and perspectives gathered during Superintendent Juneau’s first six months will lay the foundation for revisions to the district’s strategic plan in Spring 2019. It should be noted that work of the entry plan occurs simultaneously with the responsibility of leading and operating the district.

    Read the Listening and Learning Tour Report.

    Transition Goals

    This entry plan will seek to accomplish the following goals: Continue to develop and strengthen a collaborative, student-focused relationship between the school board and superintendent.

    • Capitalize on the excitement and optimism generated by her selection as superintendent and build enthusiasm for the district’s next phase of strategic work.
    • Ensure a smooth transition of leadership.
    • Build the superintendent’s understanding of current organizational capacity, strengths, opportunities for improvement and challenges.
    • Learn the history and norms of the district and their effect on how the organization functions now and may function in the future.
    • Build trusting relationships with school leaders, school staff and central office.
    • Create opportunities to listen and learn from the district’s many stakeholders, including but not limited to: families, students, school leaders, educators, community partners, labor partners, funders, business leaders and elected officials.
    • Build authentic, respectful working relationships with the district’s labor and strategic partners.
    • Proactively ensure that all voices, not just those traditionally heard, have opportunities to share their perspective on the district’s successes, challenges and areas of improvement.
    • Promote a positive, collaborative, and constructive district climate focused on student academic achievement, racial equity and elimination of opportunity gaps.
    • Maintain confidence of voters that the district is well-managed and worthy of continued local levy support.


    The expected results of implementing this entry plan include:

    • A seamless transition of superintendent leadership;
    • A summary report of observations and key findings gathered during entry plan implementation;
    • Feedback is heard from each region of the district;
    • The superintendent is visibly out in schools listening to staff and families;
    • Feedback from meetings is used during the revision of the district’s strategic plan.

    Entry Plan Structure

    Phase I and II Entry Plan activities support Superintendent Juneau’s commitment to inclusive engagement and desire to listen deeply and learn from various stakeholders as she assesses the district’s strengths, areas of growth and develops plans. The following engagement activities are the foundation of the entry plan:

    1. Relationship building with the Seattle School Board
    2. Organizational capacity and strategy assessment
    3. Data analysis and document review
    4. Operations and Finance Review
    5. Relationship Building: Labor partners, educators, and central office
    6. Inclusive Community Engagement and Meetings: Regional listening sessions; focus groups; broad online engagement with stakeholders; community leaders and partners; funders; elected officials; educators; students; weekly school visits; media and other identified stakeholders.
    7. Task force and Advisory Committees

    I: Relationship Building: Seattle School Board

    To build a collaborative and positive relationship with the School Board, Superintendent Juneau will meet with directors individually and as a whole to discuss key initiatives and structures of their working relationship.

    Pre-Entry (Before July 1)

    • Attend the June School Board Retreat.
    • Engage in one-on-one meetings with board members to build relationships and gain individual perspectives of the district.
    • Establish a regular meeting time with the board president and executive committee.

    Entry (After July 1)

    • Develop and utilize communication strategies and expectations between the board and superintendent.
    • Review the board calendar to assess continuity of governance.
    • Meet with all committee chairs to determine how to best work in partnership with the superintendent and senior staff.
    • Continue to engage with individual directors to maintain relationships and learn more about perspectives and ideas for the district.
    • Establish a structure and or expectation for responding to stakeholders’ concerns, comments or feedback.
    • Collaborate on a fall board retreat to develop shared values, identify areas of strength and improvements.
    • Outline plan and resources for updating and revising the district’s current strategic plan.

    II: Organizational Capacity and Strategy Assessment

    To ensure the district’s leadership team is highly effective, collaborative, and cross-functional, Superintendent Juneau will review organizational structures, meet with direct reports, and determine communication and decision-making systems.

    Pre-Entry (Before July 1)

    • Review the current central office structure and organizational charts.
    • Review division overviews and SWOT analyses, including key initiatives for 18-19.
    • Conduct one-on-one interviews with direct reports.
    • Review transition documents provided by the outgoing superintendent.

    Entry (After July 1)

    • Conduct a retreat with senior staff to review the district’s strategic direction, successes, challenges and most recent achievement data.
    • Determine how communication and decision-making will occur within the cabinet and extended cabinet, establishing meeting protocols and systems focused on increased student achievement and continuous improvement.
    • Meet with executive directors of schools to discuss current data and performance of schools under their supervision. Discuss actions designed to support continuous improvement and student achievement.

    III: Data Analysis and Document Review

    In partnership with the district’s leadership team, review foundational district documents, key performance indicators and achievement data. Student data will be analyzed to discern trends, areas of progress and areas for additional focus.

    Pre-Entry (Before July 1)

    Review data: student achievement, family engagement, customer service, district data profile, and key district and division metrics.

    Entry (After July 1)

    • Review critical documents such as the current strategic plan, Formula for Success, operating budgets, audit reports, current Facilities Master Plan, and BEX IV levy priorities.
    • Review related board policies and superintendent procedures.
    • Conduct an analysis of professional development offerings including: how many, who attends, and evaluations.

    IV: Operation and Finance Review

    To meet the needs of all students in Seattle Public Schools, there must be strong financial and operational controls, processes and systems. Superintendent Juneau will work with central office staff to review budgets, resource allocation, recent audits, grants and student supports (i.e., transportation and nutrition services). She will review the district’s communication and engagement program, any legal matters, and current February 2019 levy plans.

    Pre-Entry (Before July 1)

    Conduct one-on-one meetings with direct reports regarding budget, operations and human resources.

    Entry (After July 1)

    • Review key district financial materials, budget, recent audits and grants.
    • Review the district’s financial projections, resource allocation and budgeting processes; assess how the district’s budget and budgeting process is aligned to support student achievement.
    • Review employee group contracts and negotiation plans; find out what the role of the superintendent has been in negotiations.
    • Meet with the grants department to review current and potential grant opportunities (i.e., federal, foundation).
    • Review the district’s safety and crisis response plan.
    • Conduct a review of the district’s communication and engagement office and programs; review the history, services and outreach to the community.
    • Examine the district’s information data management system including student achievement, budget and human resources – identifying strengths and areas of improvement.
    • Review upcoming levy information and planning documents. Visit potential schools for BEX V and any new opening buildings or schools for 2018-19.
    • Review current transportation standards and Transportation Task Force charter.
    • Review start of school planning and any related issues in preparation for school year 2018-19.

    V: Relationship Building: Labor Partners, Educators and Central Office

    In support of students and families, Superintendent Juneau will work to develop trusting, collaborative, team-oriented relationships with the district’s educators, school leaders, labor partners and central office staff.

    Pre-Entry (Before July 1)

    • Meet with SEA leadership and select representatives.
    • Meet with PASS board and executive director.
    • Communicate to all staff prior to the end of school.
    • Attend the Superintendent Leadership Institute (SLI) on June 28. Meeting includes principals and assistant principals.
    • Tour departments and areas at the John Stanford Center.

    Entry (After July 1)

    • Meet with 609 and other labor partners.
    • Host an introductory meeting with all John Stanford Center staff.
    • Visit all central office departments.
    • Present at the August Summer Leadership Institute.
    • Schedule monthly meetings with PASS and SEA Leadership.
    • Visit schools each week during the school year with the goal of visiting all schools by the end of the 2018-19 school year.

    VI: Inclusive Community Engagement

    During this time of entry, Superintendent Juneau will conduct a series of meetings, key informational interviews, focus groups and broad engagement to hear from students, staff, families, members of the community, policymakers and other stakeholders. The focus of these meeting will be to establish trust and transparency. The superintendent will be proactive and deliberate in reaching out to stakeholders whose voices have been historically underrepresented in district decisions.

    During these meetings and interviews, the superintendent will listen for information from stakeholders about:

    • Strengths of the district and what should be sustained
    • Areas of attention and improvement
    • Challenges facing the district
    • How the district can best serve families, students, and or partners’ educational interests
    • How individuals or partners can help advance the district’s mission

    Pre-Entry (Before July 1)

    • Met with Mayor Jenny Durkan
    • Met with board members, cabinet and key city officials
    • Communicated to families, staff and partners
    • Attended the June 4 PTSA General Meeting
    • Met with student journalists from Seattle High Schools

    Entry (After July 1)

    • Listening Tour (August through November)
    • A minimum of five meetings regionally; supplemented with home language meetings - work in collaboration with partners to host.
    • Online engagement to gather information on what matters most to families; what is working well; areas of opportunity.
    • Focus groups with students (i.e. NAACP student advisory, summer school students), JSCEE staff, and educators.
    • Meet with the Seattle Council Parent Teacher Student Association (SCPTSA) Board.
    • Visit Summer Staircase sites, Jump Start, community partnership summer learning programs.
    • Group and one-on-one meetings during phase two of the entry plan will include, but are not limited to:

      Educational stakeholders:
      Families and parents
      Community-based organizations
      Strategic partners

      Community stakeholders
      Local, state and federal government
      Faith leaders
      Community elders

    • First Day of School
    • School Visits: Superintendent Juneau will visit schools throughout the 2018-19 school year.
    • Broad engagement of the community, State of the District – November 2018.
    • Media Strategy: Superintendent Juneau will engage local media to build relationships and deepen her understanding of issues important to the Seattle community. She will meet with leaders of local media outlets, editorial boards and education reporters including cultural/ethnic and business press. These meetings will set the expectations for collaboration that is honest, open, transparent and accurate. Television, radio and newspaper reporters will be invited to appropriate community sessions and the first day of school events. In addition, media will be invited quarterly to learn about emerging issues/topics building their capacity to accurately represent the district’s story.

    VII: Task Force and Advisory Committees

    The district and School Board encourage participation by members of the community to advise in school district decision-making processes. Superintendent Juneau will review current task force charters, participate in advisory committees and launch new structures and channels to solicit feedback from families, staff and students.

    Entry (After July 1)

    • Review policy 4110 and Superintendent procedure 4110.
    • Review charters of current task force groups and membership.
    • Engage with current district advisory committees.
    • Establish a Community Engagement Advisory Committee to the superintendent and School Board.
    • Determine structures, processes and channels for soliciting youth voice.

    Phase III: Reporting: Post Entry

    This Entry Plan will afford the superintendent the opportunity to listen, observe and learn from a variety of stakeholders, including students, families and partners while gaining an understanding of the district’s strengths and areas of potential improvements. The entry plan will culminate with the development and presentation of a Summary Report in 2019, outlining the superintendent’s findings, observations, and next steps including revisions to the district’s strategic plan.

    Revising the SPS Strategic Plan

    A major initiative of the 2018-19 school year will be to review and revise the district’s strategic plan. The information collected during the superintendent’s listening and learning tour will inform the level of revisions needed. Additional engagement opportunities will be incorporated and a writing team will be formed to review the feedback provided and integrate it into a draft plan. The board will meet several times throughout the process to offer feedback on direction.