WWCS OIP Plan Revised August, 2012 SMART Goals

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1 SMART Goals Goal 1: : By the end of the school year, the district will develop students mathematical thinking thereby improving math achievement by 11% points each year for all students and meet Adequate Yearly as measured by the Ohio Achievement Assessment and Ohio Graduation Test. Strategies, Indicators and s Strategy 1A: Implement rigorous, research-based, standards-driven driven math instruction with an emphasis on inquiry-based/project based/project-based learning which foster higher order thinking skills. Adult Implementation Indicators 95% of classroom teachers demonstrate rigorous, inquiry-/projectbased math instruction with a focus on higher-order thinking skills learned through targeted professional development as measured by classroom observations and walk-through data, through the following: Productive mathematical discussions Facilitation of collaborative group work Extensive higher order questioning of individuals and small groups Opportunities for students to share multiple solutions/strategies 20%of classroom teachers demonstrate rigorous, standards-based math instruction with a focus on higher-order thinking skills. By May 2012, 45% 4 of observed instructional practice will utilize rigorous, standards-based math instruction with a focus on higher-order thinking skills. By Nov 2012, 55% of observed instructional practice will utilize rigorous, standards-based math instruction with a focus on higher-order thinking skills. By May 2013, 70% of observed instructional practice will utilize rigorous, standards-based math instruction with a focus on higher-order thinking skills. By May 2014, 95% of observed instructional practice will utilize rigorous, standards-based math instruction with a focus on higher-order thinking skills. Teacher-based teams align curriculum with Common Core State Standards for Mathematics (CCSSM) based on district core curriculum Teacher-based teams develop curriculum maps aligned to CCSSM that contain scope and sequence, vocabulary, teaching resources, technology resources, and focus on inquiry-based/project-based learning Teacher-based teams develop differentiation strategies/tools that will be implemented to address the needs of all students. little or no common core alignment little or no common core alignment there is no formal record of differentiation tools/strategies used during mathematics instruction. By May 2012, 100% of math courses will be aligned to Common Core By May 2012, curriculum maps will be developed for 100% of math courses By May 2012, 100% teacherbased teams will provide a record of differentiation strategies implemented during unit instruction which will be included in the curriculum maps. Ongoing revisions Ongoing revisions Ongoing revisions 1

2 OIP Math Sub-committee re-design learning walk form to include specific observable teacher behavior that reflect inquirybased/project-based learning techniques OIP Math Sub-committee develop Follow-up to PD form. Student Performance Indicators Students can articulate mathematical understandings through: High levels of participation in whole class and small group discussions Use of appropriate mathematical terminology in both whole classroom and small group discussions Responses to higher order questions from teachers and peers around mathematical concepts Sharing various strategies with peers Students can produce artifacts that demonstrate understandings, such as: Written responses to SA/ER Use of a variety of strategies to solve problems there is no math specific section of learning walk form. there is no professional development follow-up form. 25% of observed student participation reflects student ability to articulate mathematical concepts. 36% of student artifacts demonstrate their mathematical concepts By Sept. 2011, a math-specific section will be developed and added to the learning walk form. By Sept. 2011, a professional development follow-up form will be developed. By May 2012, 50% of student participation observed will demonstrate articulation of student math concepts By May 2012, 57% of student artifacts evaluated will demonstrate their math concepts Ongoing revisions Ongoing revisions Ongoing revisions Ongoing revisions Ongoing revisions Ongoing revisions By Nov 2012, 60% of student participation observed will demonstrate articulation of student math concepts By Nov 2012, 67% of student artifacts evaluated will demonstrate their math concepts By May 2013, 75% of student participation observed will demonstrate articulation of student math concepts By May 2013, 79% of student artifacts evaluated will demonstrate their math concepts By May 2014, 100% of student participation observed will demonstrate articulation of student math concepts By May 2014, 100% of student artifacts evaluated will demonstrate their math concepts 2

3 IMPLEMENTATION DETAILS Action Steps Monitoring Evidence/Data Sources Person(s) Responsible/ Group(s) Sept - Nov Implementation Timeline For each year Mar - Dec - Feb May June - Aug Resources Needed 1.a.1. Provide research-based, job-embedded professional development aimed at identified instructional needs around inquiry-based/project-based math instruction for each year beginning June 2011 and ending June List of priority needs; teacher needs surveys Curriculum Director, Curriculum Specialist, Math training teams Yearly pd calendar, pd follow-up form, pd budget, CMP and HCESC consultants 1.a.2. Evaluate and monitor the impact of professional development on teacher practices. PD evaluation forms, follow-up form data, peer evaluations, peer collaboration records, learning walk data, student work products Curriculum Director, Curriculum Specialist, Math training teams Release time for collaboration and peer observations 1.a.3. Provide monthly scheduled time for teacher-based teams to develop and implement differentiation strategies/tools. TBT documentation; Performance Tracker Data; Public School Works data Teacher-based Teams; Principals Scheduled time 3

4 SMART Goals Goal 1: : By the end of the school year, the district will develop students mathematical thinking thereby improving math achievement by 11% points each year for all students and meet Adequate Yearly as measured by the Ohio Achievement Assessment and Ohio Graduation Test. Strategies, Indicators and s Strategy 1B: Implement common formative and summative assessments, including common short-cycle assessments, and utilize the data to make instructional decisions and a modify instruction to meet student needs. Adult Implementation Indicators.. 100% of classroom teachers will give common grade level or course formative/summative assessments to all students. 78% of classroom teachers give common grade level or course formative/ summative assessments to all students. By May 2012, 100% of classroom teachers will give common grade level or course formative/ summative assessments to all students. Teacher-based teams will design and utilize various common formative/summative assessments and rubrics. Teacher-based teams will identify and teach to students test-taking strategies that are appropriate to their content and grade level. Teachers will learn how to utilize the assessment tool within Performance Plus to generate and analyze student data. Teacher-based teams will analyze student data to flexibly group students in order to provide intervention or enrichment as needed. 78% of classroom teachers utilize common grade level or course formative/ summative assessments to all students. 0% of students exhibited consistent use of specific, explicit teacher-taught test-taking strategies as measured by instructional audits across % of teachers created assessments in Performance Tracker across As of September 2011, 0% of teachers responded that they consistently (twice a month or more) utilized student assessment data to create By May 2012, 100% of classroom teachers will utilize common grade level or course formative/ summative assessments to all students. As of May 2012, 35% of students will exhibit consistent use of specific, explicit teacher-taught testtaking strategies as measured by instructional audits across By May 2012, 100% of classroom teachers will have been trained in use of Performance Plus. As of May 2012, 35% of teachers will consistently (twice a month or more) utilize student assessment data to create flexible need- Ongoing Revisions As of May 2013, 70% of students will exhibit consistent use of specific, explicit teacher-taught testtaking strategies as measured by instructional audits across As of May 2013, 70% of teachers will consistently (twice a month or more) utilize student assessment data to create flexible need- Ongoing Revisions As of May 2014, 100% of students will exhibit consistent use of specific, explicit teacher-taught testtaking strategies as measured by instructional audits across As of May 2014, 100% of teachers will consistently (twice a month or more) utilize student assessment data to create flexible need- Ongoing Revisions Ongoing Ongoing 4

5 The Department of Teaching and Learning will analyze student data to measure effectiveness of mathematics programs. Student Performance Indicators Students can identify and use test-taking strategies that are appropriate to the content and grade level. Students utilize developed teacher rubrics to assess their work and make improvements. flexible need-based groups across as measured by a teacher survey. student data is not formally utilized to evaluate program effectiveness. 25% of students exhibited consistent use of specific, explicit teachertaught test-taking strategies as measured by instructional audits across % of students exhibited consistent use of specific, explicit teachertaught test-taking strategies as measured by instructional audits across based groups across as measured by a teacher survey. By Dec. 2011, the Dept of T&L will find/develop a tool to analyze student data in relationship to program effectiveness. As of May 2012, 50% of students exhibited consistent use of specific, explicit teacher-taught test-taking strategies as measured by instructional audits across As of May 2012, 50% of students will exhibit consistent use of specific, explicit teacher-taught testtaking strategies as measured by instructional audits across based groups across as measured by a teacher survey. By May 2012, the Dept of T&L will analyze student data in to measure program effectiveness. As of May 2013, 75% of students exhibited consistent use of specific, explicit teacher-taught test-taking strategies as measured by instructional audits across As s of May 2013, 75% of students will exhibit consistent use of specific, explicit teacher-taught testtaking strategies as measured by instructional audits across based groups across as measured by a teacher survey. Ongoing As of May 2014, 100% of students exhibited consistent use of specific, explicit teacher-taught testtaking strategies as measured by instructional audits across As of May 2014, 100% of students will exhibit consistent use of specific, explicit teacher-taught testtaking strategies as measured by instructional audits across Ongoing 5

6 IMPLEMENTATION DETAILS Action Steps Monitoring Evidence/Data Sources Implementation Timeline Person(s) Responsible/ For each year Group(s) Sept - Dec - Mar - June - Nov Feb May Aug Resources Needed 1.a.1. Provide teachers professional development to: utilize Performance Plus analyze student data PD Evaluation forms Technology Director, Facilitators/Team Leaders X X Yearly pd calendar, pd followup form, pd budget, CMP and HCESC consultants 1.a.2. Common assessments and rubrics will be created/revised, entered into Performance Plus and posted on district wiki. Performance Plus; assessment documents and rubrics; wiki posting Facilitators, Teacher-Based Teams, Principals, Curriculum Specialist Scheduled Time; Performance Plus Training 6

7 SMART Goals Goal 1: By the end of the school year, the district will develop students mathematical thinking thereby improving math achievement by 11% points each year for all students and meet Adequate Yearly as measured by the Ohio Achievement Assessment and Ohio Graduation Test. Strategies, Indicators and s Strategy 1C: Provide district opportunities for all stakeholders to learn about mathematics programming and district expectations of student learning. Adult Implementation Indicators District provides the following opportunities for stakeholders to interact with district mathematics curriculum: Building math nights K-8 Academic Activities Night K-8 Math demonstration at PTA Meeting (once per year) Board Meeting (once per year) High School Career Night the district provides 67% of these activities for parents K-12. By May 2012, the district will provide 100% of these activities, K-8. By May 2013, the district will provide 100% of these activities, K-12. Curriculum and instruction webpage will contain current information for all stakeholders regarding mathematics program, parent/community resources and contact information for questions/concerns. the Curriculum and Instruction webpage is not current. By Sept. 2011, the Curriculum and Instruction webpage will be fully updated and accessible to stakeholders. Ongoing Updates Ongoing Updates Ongoing Updates Teachers will communicate with parents/guardians about current content, strategies and online resources through various medium. Parent participation in various opportunities to interact with district mathematics curriculum. no formal plan of this sort exists. no consistent data exists to track these opportunities. By Sept. 2011, 100% of teachers will develop a plan for parent/guardian communication throughout the school year. By May 2012, parent sign-in sheets will reflect 25% parent attendance at district & school Math events. By Dec. of 2012, 100% of teachers will be implementing their communication plans. By May 2013, parent signin sheets will reflect 35% parent attendance at district & school Math events. Ongoing Revisions By May 2014, parent sign-in sheets will reflect 45% parent attendance at district & school Math events. Ongoing Revisions By May 2015, parent sign-in sheets will reflect 55% parent attendance at district & school Math events. Student Performance Indicators Student achievement will increase as measured by GPA in grades 3 12 Average student GPA in grades 3 12 will increase by 3% Average student GPA in grades 3 12 will increase by 3% more Average student GPA in grades 3 12 will increase by 3% more Average student GPA in grades 3 12 will increase by 3% more Average student GPA in grades 3 12 will increase by 3% more 7

8 IMPLEMENTATION DETAILS Action Steps Monitoring Evidence/Data Sources Implementation Timeline Person(s) Responsible/ For each year Group(s) Sept - Dec - Mar - June - Nov Feb May Aug Resources Needed 1.a.1. Increase the number of math events in grades K-8 that involve all stakeholders. District Calendar; Parent Sign-in Sheets Curriculum Specialist, Teachers, Principals Budget; scheduled time; facilities use 1.a.2. Update Curriculum and Instruction webpage to include mathematics program information, parent/community resources and contact information for questions/concerns. Updated webpage Curriculum Director, Technology Director, Curriculum Specialist Training on /access to webpage updates 1.a.3. Teachers will utilize various medium to communicate parents/guardians. Parent communication tools Classroom teachers, Principals Opportunities for teachers to learn about various technology tools 8

9 SMART Goals Goal 2: By the end of the school year, the district will improve reading achievement by 8% points for all students and meet Adequate Yearly as measured by the Ohio Achievement Assessment and Ohio Graduation Test. Strategies, Indicators and s Strategy 2A : Implement district identified research-based literacy framework Adult Implementation I Indicators 100% of teachers will consistently implement the district identified research-based literacy framework As of May, 2011 little or no consistent implementation of literacy framework By Fall, 2011, 33% of teachers will implement literacy framework with fidelity By Fall, 2012, 66% of teachers will implement literacy framework with fidelity By Fall, 2013, 100% of teachers will implement literacy framework with fidelity Student Performance Indicators 100% of students will be at benchmark on district required formative and benchmark literacy assessments students take assessments; benchmark scores needs to be established. By Spring, % of students will be at established benchmark By Spring, % of students will be at established benchmark By Spring, % of students will be at established benchmark IMPLEMENTATION DETAILS Action Steps 2. a. 1. Provide embedded professional development for all teachers to ensure HQT. 2.a. 2. Provide structures (e.g. waiver days, TBT meetings) and schedules for professional development Monitoring Evidence/Data Sources literacy learning walks; classroom observations waiver day schedules; Person(s) Responsible/ Group(s) Sept - Nov Implementation Timeline For each year Mar - Dec - Feb May June - Aug Principals, Teaching and Learning Dept., team leaders/facilitators Principals, Teaching and Learning Dept., Resources Needed Yearly pd calendar, pd budget, HCESC consultants, teacher materials, websites Release time for collaboration and peer observations 9

10 and collaboration. monthly TBT Central Office meeting Admin. schedule 2.a. 3. Create/design curriculum documents to ensure alignment of research-based literacy practices across all grades to new English Language Arts Common Core. Curriculum maps Facilitators/team leaders, Teaching and Learning Dept. Performance Tracker IIS system, HCESC consultants, 10

11 SMART Goals Goal 2: By the end of the school year, the district will improve reading achievement by 8% points for all students and meet Adequate Yearly as measured by the Ohio Achievement Assessment and Ohio Graduation Test Strategies, Indicators and s Strategy 2B: Develop and implement a system of district and state required formative and benchmark assessments. Adult Implementation Indicators 100% of teachers will utilize the formative/benchmark assessments to inform/guide instruction. assessments are in the development phase. By Fall, 2011, 66% of teachers will utilize the assessment system with fidelity By Fall, 2012, 100% of teachers will utilize the assessment system with fidelity By Fall, 2013, 100% of teachers will utilize the assessment system with fidelity. Student Performance Indicators 100% of students will participate in the formative/benchmark assessment system. Students will participate in newly developed assessments, beginning fall, By spring, 2012, 100% of students will participate in assessment system. By spring, 2012, 100% of students will participate in assessment system. By spring, 2012, 100% of students will participate in assessment system. IMPLEMENTATION DETAILS Action Steps 2.b. 1. Provide embedded professional development for building leaders on classroom observations/learning walks and documentation of research based literacy framework Monitoring Evidence/Data Sources Literacy learning walks, classroom observations, principal self-assessment tool Person(s) Responsible/ Group(s) Teaching and Learning Dept., Central Office Administrators Implementation Timeline For each year Sept - Nov Dec - Feb Mar - May June - Aug Resources Needed Literacy Learning Walk, principal self-assessment tool 11

12 2.b. 2. Establish baseline/benchmark assessment system for literacy Performance Plus; system published to all teachers on district Wiki Facilitators, Team Leaders, Teacher-Based Teams, Principals, Teaching and Learning Dept. Scheduled Time; Performance Plus Training 2.b. 3. Analyze building level data from student assessments, learning walks, and classroom observations to inform and adjust instructional practices. TBT notes, learning walks and audit data, Performance Plus data Facilitators, Team Leaders, BLT s, DLT, Principals, Central Office Admin., Teaching and Learning Dept. Scheduled time on district PD calendar. 2.b. 4. Provide feedback to the BLT s and DLT with additional support to buildings that do not meet progress, including identification of specific, mutually agreed upon actions that the BLT and DLT must take. DLT agenda/notes Central Office Admin., Teaching and Learning Dept. Data from TBT s and Performance Plus. 12

13 SMART Goals Goal 2: : By the end of the school year, the district will improve reading achievement by 8% points for all students and meet Adequate Yearly as measured by the Ohio Achievement Assessment and Ohio Graduation Test. Strategies, Indicators and s Strategy 2C: Implement recruiting, interviewing, hiring and retention practices that ensure alignment with district identified research-based literacy framework. Adult Implementation Indicators 100% of recruiting, interviewing, hiring and retention practices include attributes aligned with the district identified research based literacy framework. there are no specific literacy attributes defined. By May 2012, 100% of recruiting, interviewing, hiring and retention practices will align to district identified research-based literacy framework IMPLEMENTATION DETAILS Action Steps Monitoring Evidence/Data Sources Person(s) Responsible/ Group(s) Implementation Timeline For each year Dec Mar June - Sept - Nov - - Aug Feb May Resources Needed 2.c. 1. Review, discuss and come to consensus on district-wide attributes aligned with district identified research based literacy framework. Recruiting and Interview questions; teacher evaluation instruments Principals, Dept. of Teaching and Learning, Central Office Admin. Monthly instructional meetings 2. c. 2. Create/revise recruiting, interviewing and hiring practices related to literacy completed interview process checklist Principals, Dept. of Teaching and Learning, Central Office Admin Monthly instructional meetings 13

14 SMART Goals Goal 3: By the end of the school year, the learning environment in schools will be positively enhanced as evidenced by a 6% increase in positive feedback from surveys in grades 5 through 12 school year. Strategies, Indicators and s Strategy 3A. : Broaden and deepen district positive behavior supports, emphasizing community awareness and involvement and classroom implementation. Adult Implementation Indicators 100% of adults will: Focus upon increasing consistency of positive rewards and behavior modeling in PBS implementation Increase positive behavior feedback to parents/guardians Data from Public School Works will be collected; baseline data established in spring, By Spring, 2012, the district will realize a 10% increase in positive behavior rewards as tracked by Public School Works By Spring, 2013, the district will realize a 10% increase in positive behavior rewards as tracked by Public School Works Student Performance Indicators 100% of students will realize: Increased student rewards Increased parent/guardian feedback regarding positive behavior rewards Baseline data to be collected from student surveys at the beginning of the year By Spring, 2012, positive student survey responses will increase by 10%. By Spring, 2013, positive student survey responses will increase by 10%. IMPLEMENTATION DETAILS Action Steps Monitoring Evidence/Data Sources Person(s) Responsible/ Group(s) Sept Nov Implementation Timeline For each year Mar Dec Feb May June Aug Resources Needed 3. a. 1 Instruction in school wide PBS for students Teacher and FSS instruction plans, Public school works data Principals, family support specialist, staff x x videos 3. a. 2. Send positive referrals to parents/guardians Referrals tracked through Public School Works Principals, teachers, family support specialist, psychologists x x x x ability or mailings 14

15 3. a. 3. Establish semester process of reconciling PSW data with EMIS data Established guidelines Principals, Student Services,Teaching and Learning Dept. x x Meeting schedule, data 3. a. 4. Train staff on public school works Training sessions; number of staff trained Tech. Dept.; Teaching and Learning Dept. x x Time and modules for training 15

16 SMART Goals Goal 3: By the end of the school year, the learning environment in schools will be positively enhanced as evidenced by a 6% increase in positive feedback from surveys in grades 5 through 12 school year. Strategies, Indicators and s Strategy 3B: Strengthen communication and engagement with parents/stakeholders. Adult Implementation Indicators. Parent Survey results will indicate a growth of satisfaction by 6% Initial survey results By Spring 2012 Survey results demonstrate a 3% increase in parent satisfaction By Spring 2013 Survey results demonstrate a 3% increase in parent satisfaction Student Performance Indicators Student Survey results will indicate a growth of satisfaction by 6% Initial survey results By Spring 2012 Survey results demonstrate a 3% increase in student satisfaction By Spring 2013 Survey results demonstrate a 3% increase in student satisfaction IMPLEMENTATION DETAILS Action Steps Monitoring Evidence/Data Sources Person(s) Responsible/ Group(s) Implementation Timeline For each year Mar - Sept - Nov Dec - Feb May June - Aug Resources Needed 3.b.1. Demonstrate progress book access To patents/guardians at Open Houses, academic night and other events Number of parents who participate in progress book training FSS, Director of Technology, Director of Student Services, Department of Teaching and Learning x x x 16

17 3.b.2 Survey stakeholders to assess level of satisfaction with the district Survey results Number of parents/guardians who attend school events FSS, Director of Technology, Director of Student Services, Department of Teaching and Learning x x x 3.b.3. Provide incentives at events to engage parents 3.b.4. Obtain survey baseline and a second survey measure to assess stakeholders level of satisfaction and growth Number of parents/guardians who attend school events Survey results Number of parents/guardians who attend school events FSS, Director of Technology, Director of Student Services, Department of Teaching and Learning FSS, Director of Technology, Director of Student Services, Department of Teaching and Learning x x x Survey x x x Incentives 17

18 SMART Goals Goal 3: By the end of the school year, the learning environment in schools will be positively enhanced as evidenced by a 6% increase in positive feedback from surveys in grades 5 through 12 school year. Strategies, Indicators and s Strategy 3C: Provide staff development on best practice in positive/preventive behavior instructional strategies es in a focused and intentional manner. Adult Implementation Indicators 100% of all critically identified staff will be trained in crisis prevention intervention A committee at each building will be established and trained in cultural proficiency/cultural responsiveness 100% of all critically identified staff will be trained in classroom management techniques Number of staff trained and number of trainings Committee established By spring % of critically identified staff will be trained in CPI and classroom management By fall of 2011 each building will have established a CRP committee By Spring 2012 the CRP committee will have met regularly and received training in CRP By the Spring of 2013, the building CRP committee will have provided at least 2 trainings to school-wide staff IMPLEMENTATION DETAILS Action Steps 3.c.1. Provide Crisis prevention training throughout the school year 3.c.2. Implement teams at each building to develop culturally responsive practices and educate their staff Monitoring Evidence/Data Sources Staff trained throughout the year/ sign in sheets Staff trained throughout the year/ sign in sheets Person(s) Responsible/ Group(s) Building Principals, The Department of Teaching and Learning, Student Services, district-wide CRP committee Building Principals, The Department of Teaching and Learning, Student Services, district-wide CRP committee Implementation Timeline ine For each year Dec Mar - June - Sept - Nov - Feb May Aug x x x x x x Resources Needed Training materials for CPI, Training time for building CRP committees, materials for training for CRP (e.g. books for book study) 18

19 Building Principals, The Department Staff trained of Teaching and Learning, Student 3.c.3. Provide classroom management throughout the year/ Services, district-wide CRP support and training sign in sheets committee x x x 19

20 SMART Goals Goal 4: By the end of the school year, the district will improve science achievement by 11% points for all students as measured by the Ohio Achievement Assessment and Ohio Graduation Test. Strategies, Indicators and s Strategy 4A: By the end of the school year, the district will improve science achievement by 11% points for all students as measured by the Ohio Achievement Assessment and Ohio Graduation Test. Adult Implementation Indicators ress 100% of teachers will implement the standards based science curriculum, incorporating 21 st century skills As of May, teachers are consistently implementing. By Fall, 2011, 33% of teachers will implement a rigorous, standards based science curriculum By Fall, 2012, 66% of teachers will implement a rigorous, standards based science curriculum By Fall, 2013, 100% of teachers will implement a rigorous, standards based science curriculum Student Performance Indicators 100% of students will be at benchmark on district and state required formative, benchmark assessments. students take assessments; benchmark scores needs to be established. By Spring, % of students will be at established benchmark By Spring, % of students will be at established benchmark By Spring, % of students will be at established benchmark IMPLEMENTATION TION DETAILS Action Steps 4. a. 1. Provide embedded professional development for all teachers to ensure HQT. 4.a. 2. Provide structures (e.g. waiver days, TBT meetings) and schedules for professional development Monitoring Evidence/Data Sources science learning walks; evidence of science lab use; classroom observations waiver day schedules; Person(s) Responsible/ Group(s) Principals, Teaching and Learning Dept., team leaders/facilitators, science lab person Principals, Teaching and Learning Dept. Sept - Nov Implementation Timeline For each year Mar - Dec - Feb May June - Aug Resources Needed Yearly pd calendar, pd budget, HCESC consultants, teacher materials, websites Release time for collaboration and peer observations 20

21 and collaboration. monthly TBT Central Office meeting Admin. schedule 4.a. 3. Create/design curriculum documents to ensure alignment to the new Ohio Science Standards Curriculum maps /courses of study Facilitators/team leaders, Teaching and Learning Dept. Performance Tracker IIS system, HCESC consultants, 21

22 SMART Goals Goal 4 : By the end of the school year, the district will improve science achievement by 11% points for all students as measured by the Ohio Achievement Assessment and Ohio Graduation Test. Strategies, Indicators and s Strategy 4B: develop and implement a system of district and state required formative and benchmark assessments. Adult Implementation Indicators 100% of teachers will utilize the formative/benchmark assessments to inform/guide instruction. assessments are in the development phase. By Fall, 2011, 66% of teachers will utilize the assessment system with fidelity By Fall, 2012, 100% of teachers will utilize the assessment system with fidelity By Fall, 2013, 100% of teachers will utilize the assessment system with fidelity. Student Performance Indicators 100% of students will understand the implications of their formative test results Students will participate in newly developed assessments, beginning fall, By spring, 2012, 66% of students will demonstrate formative assessments and how that data helps them grow in their science knowledge. By spring, 2012, 100% of students will demonstrate formative assessments and how that data helps them grow in their science knowledge. By spring, 2013, 100% of students will demonstrate formative assessments and how that data helps them grow in their science knowledge.. IMPLEMENTATION DETAILS Action Steps Monitoring Evidence/Data Sources Person(s) Responsible/ Group(s) Implementation Timeline For each year Sept - Nov Dec - Feb Mar - May June - Aug Resources Needed 4.b. 1. Develop valid formative assessments that match the new curriculum maps/courses of study. Assessment tools; assessment results in Performance Plus (IIS system). Teaching and Learning Dept., Central Office Administrators, team leaders/facilitators 22

23 4.b. 2. Administer designated formative assessments. Performance Plus; assessments published to all teachers on district Wiki; Batelle for Kids data; assessment calendar Facilitators, Team Leaders, Teacher-Based Teams, Principals, Teaching and Learning Dept. Scheduled Time; Performance Plus Training 4.b. 3. Interpret/analyze/use the data from the assessments to inform/guide instruction. Performance Tracker, Batelle for Kids data, student tracking of own performance beginning in 3 rd grade. Classroom teachers, Facilitators, Team Leaders, BLT s, DLT, Principals, Central Office Admin., Teaching and Learning Dept. Scheduled time on district PD calendar. 23

24 SMART Goals Goal 4: By the end of the school year, the district will improve science achievement by 11% points for all students as measured by the Ohio Achievement Assessment and Ohio Graduation Test Strategies, Indicators and s Strategy 4C: Implement recruiting, interviewing, hiring and retention practices that ensure alignment with a rigorous, standards ards based science curriculum that incorporates 21 st Century Skills. Adult Implementation Indicators 100% of recruiting, interviewing, hiring and retention practices include attributes aligned with a rigorous, standards-based science curriculum that incorporates 21 st Century Skills. there are no specific science attributes defined. By May 2012, 100% of recruiting, interviewing, hiring and retention practices will align to district identified research-based literacy framework IMPLEMENTATION DETAILS Action Steps 4.c 1. Review, discuss and come to consensus on district-wide attributes aligned with a rigorous, standardsbased science curriculum that incorporates 21 st Century Skills. Monitoring Evidence/Data Sources Meeting minutes, agendas, final written procedures Person(s) Responsible/ Group(s) Principals, Dept. of Teaching and Learning, Central Office Admin., team leaders/facilitators Implementation Timeline For each year Dec Mar June - Sept - Nov - - Aug Feb May Resources Needed Monthly instructional meetings 4. c. 2. Create/revise recruiting, interviewing and hiring practices related to a rigorous, standards based science curriculum that incorporates 21 st Century Skills completed interview process checklist Principals, Dept. of Teaching and Learning, Central Office Admin., HR dept. Monthly instructional meetings 24