14,000 reasons to succeed - dayton public schools plan strategic foundations enhanced gifted...

14,000 Reasons to Succeed

D A Y T O N P U B L I C S C H O O L S

ACADEMIC PLAN

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Why is this work important?With struggling schools, declining enrollment, student mobility, a large percentage of staff

at retirement age, and funding shortages, support of the Dayton Public Schools Academic Plan is critical to our success. Changes made in our state accountability system through the Ohio Department of Education (as applied for and approved by the United States Department of Education) have resulted in new report cards for Ohio districts and schools. Our years of incremental growth must give way to greater gains across the board as we rise to the challenge of reaching new benchmarks for student achievement.

“Our students are not other people’schildren, they’re our children.This means we have more than14,000 reasons why we must succeed.” – Lori L Ward, Superintendent

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Board of EducationRobert C. Walker, D.Min., President Nancy A. Nerny, Vice President Adil Baguirov, Ph.D.Joseph E. LaceyRonald C. LeeHazel Rountree, J.D., Ph.D.Sheila Taylor

Core TeamLori L. Ward SuperintendentDavid Lawrence Chief of School InnovationLisa Minor Chief of School ImprovementShelia Burton Executive Director, AccountabilityMarvis Meeks Director, Curriculum and Instruction

Support and ProductionMelissa Fowler Webmaster/Communication SpecialistKimberly A. Lewis Executive AssistantSerita Brake Secretary

D A Y T O N P U B L I C S C H O O L S

ACADEMIC PLAN

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Table of Contents

The Academic Plan translates strategic components into action �� 1

Academic Plan Strategic Foundations .......................................1

Transforming schools into learning environments of excellence �� 2

Goal 1 - Increase the Number of High-performing Schools and Eliminate Low-performing Schools ...............................3

Goal 2 - Increasing the Number of Students Ready for the Next Academic Level and Ultimately College and Career .................................................................................3

Goal 3 - Improve the district’s learning environments ...........4Positive School Climate Program ...........................................4Closing the achievement gap ..................................................4The Office for Exceptional Children ......................................5Inclusion ....................................................................................5

Goal 4 - Increase parent and community involvement and contributions to student academic growth ...........................5Creating welcoming, engaging and informing

environments for parents.....................................................5

Instructional Themes �� 6A District of Choice ......................................................................6Individualized Theme Approaches .............................................6

Primary Literacy: ....................................................................6Place-Based Education (K-8): ................................................6Dual Language: .........................................................................6Single-Gender Education (Prek-8): ......................................7Pre-IB/Middle School Honors (7-8): ...................................7Early College (9-12): ..............................................................7STEM (K-12): ..........................................................................7English as a Second Language (ESL) (9-12):.........................7International Baccalaureate Program (IB) (9-12): ..............8Online/IVDL And Blended Learning (9-12): ......................8Visual and Performing Arts (7-12): .......................................8Career Technology: ..................................................................8Gifted Education: .....................................................................8Challenger Learning Center ....................................................8Neighborhood School Centers: .............................................8

Academic Achievement Measures �� 10Academic Non-Negotiables ...................................................... 10

Dedication to Education �� 12Steps to Ensure your Child is College and Career Ready ..... 12

Steps for Success .................................................................... 12Primary Literacy Preparation K-3 ....................................... 12Elementary Level 4-6 ............................................................ 12High School Readiness Preparation .................................... 12Acceleration Opportunities Middle School Level 7-8 ...... 12Earn five credits in ninth grade with a ‘C’ or higher in

English, math, and science – high school level 9 ........... 12Complete Algebra 2 by Grade 11 with a ‘C’ or higher High

School Level 9-11 ............................................................... 12Score a 20 on the ACT or 1500 on the SAT by Senior Year

High School – Level 10-12 ............................................... 12

Rigor and Relevance Framework �� 13

Educational Technology �� 15Teacher Support Technologies ................................................. 15Learner Support Technologies ................................................. 15Shared Support Technologies .................................................. 15Technology Integration 5 phases ............................................. 16

Gifted and Talented Program �� 17ENHANCED GIFTED PROGRAMMING EARLY

ELEMENTARY - Grades K - 3 ............................................ 17MIDDLE ELEMENTARY - Grades Four and Five ............... 17

During the School Day ......................................................... 17Extended Day/Saturday Options ......................................... 17

LATE ELEMENTARY - Grades Six through Eight .............. 18During the School Day ......................................................... 18Extended Day/Saturday Options ......................................... 18

HIGH SCHOOL - Grades nine through twelve .................... 18During the School Day ......................................................... 18Extended Day/Saturday Options ........................................ 18

Tiers of Academic & Nonacademic Supports �� 19

District Tools �� 20

DPS Academic Plan �� 22

Timeline for Academic Plan�� 24

Assets and Initiatives �� 25Element 1: The collaboration with Montgomery County

Human Services and the United Way to leverage and align human service programs to achieve the goals of Learn to Earn Dayton ...................................................... 26

Element 2: The creation of targeted academic programs and strategies ..................................................................... 26

Primary Literacy Plan: What’s the plan after students are identified? ..................................................... 26

Fourth- through Eighth-Grade Transition to High School ........................................................................ 26

High School to Post-secondary and Career Readiness ............................................................... 27

Element 3: Alternative Learning ........................................ 27Element 4: The creation of targeted non-academic

programs and strategies ................................................... 27

2013-2014 Instructional Support �� 28

DPS Talent Management 2013-2014 �� 30Goal 1: ........................................................................................ 30

Enhance the quality of teachers for regular classroom assignments. .................................................... 30

Goal 2: ....................................................................................... 31Enhance the quality of math and science teachers

in the district. .................................................................... 31Goal 3: ....................................................................................... 31

Invest in principal professional development to strengthen instructional leadership and create a successor plan. ................................................................ 31

The Office of Human Resources .............................................. 32Teacher Staffing Plan ................................................................. 32

I. Identify by building projected retirees and teaching assignment – December 2013 .......................................... 32

II. Early issue of letters of intent – January 2014 .............. 32III. Attend regional education job fairs

– February-April 2014 ...................................................... 32IV. Partner with teacher recruiting resources

– February 2014 ................................................................ 32

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The Academic Plan translates strategic components into action

ACADEMIC PLAN STRATEGIC FOUNDATIONS

Vision We will become a model for quality public education and a district of choice for the community

Mission Every student enters kindergarten ready to learn and graduates ready for college and career.

Values • No excuses • Academic excellence is our top priority • Every student is challenged to achieve • Learning strategies and environments reflect a rich cultural heritage • Excellent education requires excellent educators • Education is collaborative and involves every stakeholder in the process • Strong schools in strong neighborhoods build a strong and successful community

Goals Academic Achievement Targets • Kindergarten – 60% enter ready to learn • Third Grade – 80% read on grade level • 12th Grade – 95% graduate ready for college and career • Close the Gap – 80% of all students are proficient or better in reading and math

StrategicPlan

AcademicPlan

Goals

Vision Vision

Goals

Mission

Values

ValuesContract

withCommunity

Account-abilityPanel

Goal 1Quality

Education

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Transforming schools into learning environments of excellence

E X E C U T I V E S U M M A R Y

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This plan has been carefully developed to ensure that every child in Dayton Public Schools has access to a high-quality education that will promote life-long learning and produce responsible citizens, fully engaged in their community and able to compete in a global economy. Our goal is to create a learning environment that empowers teachers and principals to hold our students to the highest expectations and provide meaningful and relevant schoolwork.

Dayton Public Schools, as well as several other districts in Ohio, is at a crossroads. It is with a sense of urgency that we continue to make transformational changes to reach our goal of providing every child in the district with a high-quality education.

Dayton’s plan for transformation is grounded in the Learning Organizational model that includes three main components:

• Transforming Organizations – To achieve much-needed transformation, our leaders must have the knowledge, skills and disposition to encourage stu-dent achievement, not only for a specific grade level assessment but also for college and career readiness. This means transforming our actions from compli-ance and excessive bureaucracies to making con-scious decisions and developing leaders within our organizations to reenergize teaching and learning

through the most effective practices. This plan will outline the programming and strategies currently being used to make this transition.

• Redefining Roles – Research shows that “excellent schools in poor districts implode over time, whereas poor schools in excellent districts get better.” (L. Lambert). We recognize that having the right peo-ple in the right seats with the right focus is critical as we continue efforts to increase the number of high-performing schools and eliminate low-performing schools. Philosophical changes have been made that hold central office personnel accountable for the success of the schools they are assigned. The new Office of Teaching and Learning works to raise stu-dent achievement and support buildings. Principals are directly accountable for instructional leadership.

• Increasing Engagement – We believe that the core business of schools is to provide students with content rich, engaging schoolwork. Engaged leaders and staff create work that motivates students at higher levels, increasing the likelihood that students will receive the kind of education expected by their schools, parents, and community members. Continued professional learning around the Rigor, Relevance and Relation-ship Framework (see page 14) will help all teachers reach this goal in their instruction.

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EXECUTIVE SUMMARYDAYTON PUBLIC SCHOOLS ACADEMIC PLAN

Goal 1 - Increase the Number of High-performing Schools and Eliminate Low-performing Schools

We have implemented and continue to implement several district-wide strategies to reach this goal. Ac-cording to the Ohio Department of Education, DPS currently has identified several buildings as persistently low-performing. We are charged through our Race to the Top scope of work to eliminate low-performing schools through the following methods:

• Equitable distribution of highly effective teachers and principals – During the first three years of Race to the Top working with our teachers union we were able to successfully make programming changes to seven buildings, which allowed us to recruit and retain teach-ers with designations of “highly effective” or higher for hard-to-staff positions. Working collaboratively with our teachers union allowed us to place the right teach-ers in the right seats in order to raise student achieve-ment. Most of these changes occurred in the 2013-2014 school year; we are continuing to collect evidence of success.

• Delivery of High Quality Instruction – To ensure all students are exposed to high quality instruction, the district used Race to the Top dollars to develop and implement creative learning designs that prepare teachers for the Ohio Learning Standards.

• Increase Staff Content Knowledge – Our professional development has been aligned to the national stan-dards of professional development and will focus on effective teaching practices, increased content knowl-edge, supportive leadership, and improved student outcomes. Professional learning will occur in a variety of settings (ex. job-embedded, after school, online and Saturdays) that best meets the needs of instructional staff. Regardless of the location, the learning com-munity is committed to continuous improvement and aligning strategies to the district’s goals. Detailed information on instructional support can be found on page 28 of this document.

• Delivery of High-Quality Instruction – To ensure all students are exposed to high quality instruction, the district used Race to the Top dollars to develop and implement creative learning designs that prepare teachers for the Ohio Learning Standards.

• Increase Staff Content Knowledge – Our professional development has been aligned to the national standards of professional development and will focus on effec-tive teaching practices, increased content knowledge, supportive leadership, and improved student outcomes. Professional learning will occur in a variety of settings (ex. Job-embedded, after school, online and Saturdays)

that best meets the needs of instructional staff. Regard-less of the location, the learning community is commit-ted to continuous improvement and aligning strategies to the district’s goals. Detailed information on instruc-tional support can be found on page 29 of this docu-ment.

• Effective Support for Teachers and Principals – Using Race to the Top and Title I dollars, we developed and implemented creative professional learning designs to prepare teachers for the Ohio Learning Standards. We have developed a new Model Classroom design where teachers train their peers in the classroom on how to best implement the Rigor, Relevance and Relation-ship framework. This practice, known as job embed-ded professional learning, is occurring not only in our struggling schools, but also in every other school. Working collaboratively with our human resources department, we have developed a new succession plan and implemented an ongoing DPS Principals Institute designed to increase the knowledge and skills of our administrative teams at the building level.

• Evaluation – All staff members who support buildings are now held accountable for student performance in those buildings. This is new to the district and part of our redefining of roles.

Goal 2 - Increasing the Number of Students Ready for the Next Academic Level and Ultimately College and Career• Increase the Percentage of Students Scoring Profi-

cient or Better – To increase the number of students career and college ready as well as preparedness for the next academic level, the district will implement the instructional themes outlined on pages 5-8. Academic measures for determining the effectiveness of themes are delineated on pages 10-11.

• Stronger Accountability Systems – Another require-ment of the Race to the Top scope of work was to adopt and implement a new evaluation system for teachers and principals using student growth measures as part of the evaluation. Dayton Public Schools successfully piloted and implemented the new Ohio Teachers and Principals evaluation system during the 2011-12 and 2012-13 school years. The new Office of Teaching and Learning now consists of the supervisors of principals, and curriculum and instruction. All staff members in these departments will be evaluated, in part, on student growth in the buildings and district they serve.

• Improved Assessment Systems and Resources – Our accountability and assessment team has worked diligently to ensure that data is regularly available to all teachers and principals. They provide the resources to help teachers and principals use data to make decisions


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that lead to an increase in student achievement. DPS teachers and principals now have data from systems that can provide formative assessments through a bank of questions aligned to the Ohio Learning Standards in all subjects and grades. DPS teachers and principals also have access to online assessments that will provide benchmark data in reading and math for all grade levels. The district’s technology department has sup-ported the buildings with an online discipline report as well as online classroom walk-throughs and Ohio Teacher Evaluation System (OTES) reports.

Goal 3 - Improve the district’s learning environments Positive School Climate Program

Positive behavioral support offers a framework for providing social skills instruction. It is a three-tiered system of universal, secondary, and tertiary behavioral interventions. In Dayton Public Schools, this system is referred to as Positive School Climate (PSC).

First, staff members establish three to five expectations for student behavior in all school settings. Many schools have chosen to use the expectations established by the district: “Be Responsible, Be Respectful, Be Safe”. This helps to establish a common behavioral language for all students and staff to use. Schools implementing PSC must establish a team of faculty members as well as other interested parties in order to monitor the implementation process.

The first or universal tier of supports is intended to provide general guidelines for student behavior. Staff members teach and reinforce the expectations for all students in every setting within the school. Students are rewarded for exhibiting appropriate behavior, and cor-rected when inappropriate behavior is shown. This level of support may be sufficient to address the needs of 80 percent of the student body.

The secondary tier provides additional interventions such as small-group support for students not experienc-ing behavioral success at the universal level. Tertiary support provides more personalized interventions for students needing intensive levels of behavioral support such as, mental health services. Effective implementa-tion of PSC ensures that students will receive consistent teaching as well as reinforcement of expected school behaviors.

Data based decision making is an integral part of PSC. Discipline data is reviewed at least monthly in order to monitor any behavioral trends. These trends would include an examination of who, what, why, when and where inap-propriate behaviors are occurring.

The PSC team can then make recommendations for behavioral interventions, based upon the data. When properly implemented, PSC offers a research based, holis-tic approach for providing behavioral support to students.

Closing the achievement gap

The district will improve the instructional quality for all students by delivering engaging in relevant les-sons designed to raise student achievement and close academic and discipline gaps C.A.R.E.: Strategies for Closing the Achievement Gaps offers strategies for im-proving the learning experiences of diverse students, especially those who are struggling to achieve at high levels. It focuses on four factors that affect student achievement: Culture, Abilities, Resilience, and Effort (C.A.R.E.).

• Culture - Look at cultural differences by learn-ing about the cultures that students bring to school - their everyday experiences - and connect these experiences to what is taught. All teachers in the district are trained to provide high qual-ity instruction by using the Rigor, Relevant and Relationships framework. An important part of this model is the relationship building between the teacher and the student. We also have imple-mented race dialogues as a part of the induction process for all new teachers. This program helps the new teachers to develop cultural competency skills which will leads to improved climate in the classroom.

We also take measures to meet the needs of the nearly 125 immigrants we welcome each year.

• Abilities - Recognize the abilities students have learned in their homes and communities that do not show up on standardized tests, but can contribute to academic success. All teachers are encouraged to respect the intellectual abilities all children, focus-ing on the skills and talents they come with that ultimately will add to the entire learning experience of the classroom. Providing learning experiences such as the districts new Place Based model curri-cula, implementing Debate teams in grades 7-12 and continuing the strong support of the Arts are all a few examples ways we tap into the hidden talents of our students to ensure that they all have an avenue to express their gifts.

• Resilience - Cultivate resilience in students to help them persevere in school, despite repeated failure or discouragement they may have experienced in their environment. We recognize that although some children come to us with many challenges, creat-ing a climate of high expectations, strong beliefs in their potential and the teacher’s determination to make sure all children succeed, our students can and do accomplish great things. All DPS schools have Positive School Climate teams that work to ensure support systems are in place for all children who may need specific interventions.

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• Effort - Find out how students who are difficult to motivate are motivated outside of school and bring those interests inside the schoolhouse where they can be used to direct students toward academics. It is the role of the Principal to work with teachers to engage families and the community in the discussion of what works best for their children. In many cases family and community partnerships significantly help the school and the parent to bring out of the best in children. It is the goal of the Dayton Public Schools to work in collaboration with family and community partners to ensure the success of all children.

The Office for Exceptional Children

The Office for Exceptional Children is focused serving students with special needs in their least re-strictive environments. As the local public school dis-trict Federal Law mandates that we services all students who meet the guidelines through an individualized education plan. Children with special needs are taught in a wide variety of settings from the least restrictive (general education class) to the most exclusive (home-bound/separate facility).

Inclusion

Inclusion assumes that the general education set-ting is the most appropriate setting for most, if not all, students. Students are placed in the general education classroom and supports are put into place to ensure their needs are met. These supports take on a variety of forms and may include but are not limited to Co-Teaching, curriculum adaptations, accommodations, and tech-nology supports. Co-Teaching is an equal partnership between a special education teacher and a general educa-tion teacher. They share a classroom and responsibili-ties for teaching all students in the class. The purpose of inclusion would be to provide “high-level instruction” to meet the diverse needs of a wide range of students. The inclusive classroom has students with and without legally classified disabilities.

Goal 4 - Increase parent and community involvement and contributions to student academic growthCreating welcoming, engaging and informing environments for parents

Dayton’s academic plan will require all stakeholders to embrace the much-needed change, share the vision and support the dream. Working together, administra-tors, teachers, parents, families, business partners and

community members can have an impact on a child attending Dayton Public Schools. Together, we look forward to continued successes as we make the necessary changes to raise student achievement.

In order to meet the needs of all learners in a diverse community, we know we must provide a variety of op-tions for our children and families. Although we believe in and support neighborhood schools, we recognize that special programming will provide personalized services needed to increase the achievement of all students. Our individualized theme approaches to education also will support our mission of becoming a district of choice.

Dayton Public Schools will provide customer service training to office staff, teachers and personnel who interact with parents on a daily basis. The training will provide standards in creating a welcoming environment for parents. • All parents will be greeted when entering the office.

• All parents will be given information on district/school events.

• All parents will be escorted while in the building.

• All parents will be seen as customers and not an inter-ruption to our work.

We will engage and inform parents through parent-teacher conferences, automated calls, social media, school newsletters, town hall meetings, Dayton Educa-tion Council events/meetings, district-wide events/meet-ings, and the district’s Home Access Center.

We welcome the participation of parent involvement in our schools, including the following: • Parents provide leadership on Community Education

Councils (CEC). Each school’s council manages fund-raising activities for the building.

• Parents who participate on the Building Leadership Team (BLT) provide input on academic issues.

• The Parent Advisory Council (PAC) allows parents to stay current on school topics. PAC parents also manage their school’s resource room, furnished with games, books and other learning materials for families to use at home with their children to enhance class-room achievement.

• Dayton Public Schools offers Parent University events on topics that are relevant to our families. Topics are derived from parent surveys. If you have topic ideas, please contact the Office of Family and Community Engagement.

• Dayton Public Schools offers Parent University events on topics that are relevant to parents. The topics are derived from surveys of the parents. If you have any topic ideas, please contact the Office of Family and Community Engagement.

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Instructional Themes

Individualized Theme ApproachesPrimary Literacy:

With a renewed focus on best practices in primary literacy, students at Louise Troy PreK-4 School improved performance on state proficiency tests last year. Louise Troy teachers are currently enrolled in a literacy program at the University of Dayton, to earn the reading endorsement certificates now required for all K-3 teachers. This is part of the district’s commitment to meeting the requirements of the third-grade guarantee. Staff consists of teachers with reading certification or a master’s degrees in reading or literacy.

Place-Based Education (K-8):

Place-based education (PBE) seeks to help communi-ties through employing students and school staff in solving community problems. Communities are more involved in the education of students. Students find learning through place-based education is more meaningful. Student-teacher relationships deepen because of the informal social nature of interactions. Teachers reports fewer discipline issues and higher attendance from students who have not excelled in the classroom. Dayton provides a perfect balance between urban space and natural resources with easy access to aqueducts, several rivers and streams, and historical landmarks such as Huffman Field and the home of Paul Laurence Dunbar. Geographically, the city is dense enough to accommodate and manage student projects and community partnerships. There also is easy access to sev-eral universities and colleges for extended partnership and support. There’s enough history and industry to support a strong preK-12 interdisciplinary place-based curriculum. Place-based education supports the DPS vision, as they both address the following integrated goals:

• Student Achievement: PBE boosts students’ engage-ment, achievement, and sense of personal efficacy as stewards of their local environment and community. It also re-energizes teachers.

• Community Social and Economic Vitality: PBE forges strong ties between local social and envi-ronmental organizations and their constituencies in the schools and community, which helps to improve quality of life and economic vitality.

• Ecological Integrity: Through project-based learn-ing, students can make tangible contributions to resolving local environmental issues and conserving local environmental quality.

Dual Language:

“Americans who are fluent in more than one language can enhance America’s economic competi-tiveness abroad, maintain its political and security interests, and work to promote an understanding of cultural diversity within the United States.” (Marcos, p.10) Immersion students typically demonstrate in-creased attention control, better memory, and supe-rior problem solving skills. Dayton Public Schools is committed to meeting the needs of a very diverse city by offering dual language programming in two of our building–Ruskin and River’s Edge.

Research indicates dual-language instruction (Spanish-English, in this case) is well suited for students at Ruskin PreK-8 School and River’s Edge Montessori PreK-6 School, as both have a large student population whose native language is Spanish.

• River’s Edge offers dual-language instruction for two selected classrooms (ages six- to nine-year-old group-ing and one in ages nine- to 12-year-old grouping).

• Ruskin offers dual-language for students in kinder-garten through third grades.

We look forward to enhancing this program into ad-ditional languages and schools in the future to continue to meet the needs of all learners.

A C A D E M I C P L A N

A District of ChoiceDayton is a city with many educational choices. There are currently more than 90 schools consisting of charter, private

or public within a 54 mile radius. This provides the district with a unique challenge of designing educational program-ming that will attract and keep families in our schools. The instructional themes identified in this section will describe the programs that have been designed to meet the needs and interests of our students and families. It is our goal to continue to strengthen our academic programs, to significantly decrease mobility whenever it can be avoided. We encourage parent and community engagement as we use the continuous improvement model to enhance our programs.

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INSTRUCTIONAL THEMESDAYTON PUBLIC SCHOOLS ACADEMIC PLAN

Single-Gender Education (Prek-8): Charity Adams Earley Girls Academy (K-8) and

Dayton Boys Preparatory Academy (preK-8) offer rigorous instruction that is aligned to the needs of el-ementary students and are focused on gender-specific learning strategies.

Pre-IB/Middle School Honors (7-8): Eighth graders at Meadowdale PK-8 School have

the opportunity to take honors classes that prepare them for the rigorous International Baccalaureate program offered at Meadowdale High School.

Early College (9-12): Select freshmen students will make up the inaugu-

ral class of the new Dunbar Early College High School. The program gives students the opportunity to earn a high school diploma and an associate’s degree at the same time. A partnership between the high school and Sinclair Community College means these students will have access to college-level coursework, along with aggressive instructional support, group projects and interactive classroom strategies to help move them to the next level. A focused and qualified staff works with students to ensure they take the steps necessary to prepare for and master college-level work.

STEM (K-12): The goal of the science, technology, engineer-

ing and mathematics (STEM) program is to prepare students for post-secondary studies and the global workforce. STEM is the focus at Thurgood Marshall High School and Rosa Parks, Westwood and World of Wonder preK-8 schools. The curriculum allows stu-dents to integrate and apply the knowledge, concepts and skills learned in the core academic disciplines to real-world problem-solving exercises and current ca-reers. These schools are heavily involved in providing students with project-based learning and a curriculum that integrates all four areas of study.

Other programs that continue to be offered in-clude the following:

English as a Second Language (ESL) (9-12):Dayton Public Schools has become a leader in

the Miami Valley both in terms of numbers of English Language Learners (ELLs) and in terms of services provided to students, staff, and families. DPS has also been highly involved from the beginning in develop-ing and supporting the city’s Welcome Dayton initia-tive, evident in tangible forms in the schools.

It is the goal of the ESL program that every ELL will acquire English proficiency while achieving high levels of academic success in the content areas. DPS teachers and staff will be equipped to work knowledgeably with ELLs. Families of ELLs will feel welcome at school and actively participate in their children’s education.

In accordance with Ohio Department of Educa-tion guidelines, at registration DPS first identifies all students in preK-12 whose primary or home language is other than English. DPS assesses students with another language in the home to determine if they are limited English proficient (LEP) and need special language assistance to participate effectively in the district’s instructional program. ELLs are placed for ESL services and progress is monitored throughout the year using district assessments. English proficiency is measured annually with the OTELA. LEP students are provided appropriate accommodations (per ODE guidelines) on district and state testing based on their time in the U.S. and their English level.

DPS is currently home to over 725 LEP students from 35 countries that speak 25 languages. LEP students come to Dayton from a variety of educational backgrounds, immigration paths, and refugee experi-ences. To meet the needs of LEP students in various situations, DPS has an umbrella of research-based pro-grams. The overarching approach is sheltered instruc-tion in the content areas, drawing specifically from the SIOP Model (Sheltered Instruction Observation Proto-col). As a best practice, LEP students are clustered in ESL sites and with grade level/ content teachers within these magnets as much as possible. Newcomers LEP students in grades K-8 participate in focused pull out sessions to build basic English skills in reading, writ-ing, listening, and speaking. LEP students at the high school level may take an ESL section of Language Arts and/ or be supported in the content classes. Spanish-speaking LEP students in the two-way Dual Language program benefit from instruction in their native language to build literacy skills that transfer to English and enhance cognitive performance for all students.

ESL professionals work directly with LEP students and with content area teachers to support English and content acquisition and instruction. The ESL Coor-dinator works with ESL and content teachers to build skills through workshops and job embedded profes-sional learning focused on SIOP and the CCSS-Ready Curriculum Framework for Instruction for All devel-oped by Wong-Fillmore. A course in one of the major home languages of LEP students is offered each year to help staff build critical insights and relationships with students and families.

ELL students and families are supported both in the schools and in the community through interpreta-tion and translation services, after school programs, university service learning students and other dedi-cated volunteers who tutor and mentor ELLs, the annual Parent University ESL Series and the festive ESL Celebration, as well as through many other formal and informal ties in a growing network of culturally competent Daytonians.

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International Baccalaureate Program (IB) (9-12):

The International Baccalaureate Program at Mead-owdale High School challenges students to actively engage in rigorous studies while they plan, organize and participate in community projects that promote aware-ness of global issues. Students who participate in these studies may pursue an IB diploma, which involves an aca-demically challenging program with final examinations that prepare high school students for success in college and life beyond.

Online/IVDL And Blended Learning (9-12):

Online/IVDL (interactive video distance learning) and blended learning requirements(online and/or face-to-face interactions with a teacher) allow students to earn credits toward graduation through self-paced classes. The Credit Recovery program is designed to afford students the opportunity to earn credits for courses previously attempt-ed and unsuccessfully completed.

Visual and Performing Arts (7-12):

Arts courses at Stivers School for the Arts include piano, visual arts, dance, choir, creative writing, or-chestra, technical arts, theater, and band. Stivers School for the Arts offers programs in the arts, as well as a full range of quality academics. Stivers School for the Arts, which serves Dayton Public Schools students in grades 7-12, also offers a full range of quality academics. Stu-dents enter Stivers at the seventh-grade level by audition and make a full six-year commitment. Stivers’ state re-port card is similar to that of high-performing suburban schools. The school is a prime example of how partici-pation in the arts enhances academic performance.

Career Technology:

The David H. Ponitz Career Technology Center is involved in a partnership with Sinclair Community Col-lege. This collaboration creates an engaging, supportive learning environment encouraging students to persist in a six-year pathway of career and academic study, earn an associate’s degree in a technical area, and be prepared to pursue a bachelor’s degree.

Gifted Education:

Gifted programs are offered at Horace Mann PreK-8 School, River’s Edge Montessori PreK-6 School and Valerie PreK-6 School. Elements of the programs will be replicated across the district. It is the goal of the gifted education program to provide every child with a high-quality education. We are working to strengthen our gifted services through more culturally diverse as-sessment measures to identify students with advanced abilities in several areas defined by the Ohio Department of Education.

Challenger Learning Center

The award-winning Dayton Challenger Learn-ing Center (CLC)has been a cornerstone of STEM education in Dayton Public Schools since 1990. The Dayton Challenger Learning Center offers dynamic, hands-on exploration and discovery opportunities for students.

The informal education center has a variety of programs for preK-8 students including Micronauts, a STEM focused simulated mission to the International Space Station with 14 interactive learning centers for grades preK-4; simulated space missions to Mars, the Moon, a Comet and the International Space Station for grades 5-8; and the Third-grade Guarantee Mission to the International Space Station. Other programs include after-school robotics, summer camps and numerous community outreach programs. The CLC also offers extensive teacher training in STEM. These programs equip students with the knowledge, confi-dence, and skills that will help better our nation’s social and economic well-being.

The Dayton Challenger Learning Center not only provides an exceptional STEM learning experience for Dayton Public Schools students, but also serves stu-dents and community members from eastern Indiana, northern Kentucky and southwestern Ohio.

Our Mission: Engage students and teachers in dynamic, hands-on exploration and discovery oppor-tunities that strengthen knowledge in science, technol-ogy, engineering, and mathematics (STEM), inspire students to pursue careers in these fields, and provide an outlet to learn and apply important life skills.

Our Vision: Build a scientifically literate public and shape our future leaders to help improve quality of life across the globe – not just through pragmatic teaching, but by the power of vision, inspiration, and innovation.

Neighborhood School Centers:

Five DPS schools serve as Neighborhood School Centers, bringing together many partners to offer a range of opportunities and support to children, youth, families and communities. Partners work to ensure that parents and community members are involved with their local school and that students enter school ready to learn and graduate as capable learners, work-ers and citizens. The five schools and their partners are Kiser and the Salvation Army; Fairview and Good Samaritan Hospital; Cleveland and Edison with the YMCA; and Ruskin and East End Community Servic-es. Through these partnerships, families and neighbor-hoods become supportive and engaged and improve the lives of children and adults through a shared vision and commitment of resources.

9


SECONDARY EDUCATIONHIGH SCHOOLS (6): GR 9-12, unless otherwise indicated

SECONDARY SCHOOLS Academic and/or Special ProgramsBelmont High School (GR 7-12) Cultural Awareness

Dunbar Early College High School Early College High SchoolMeadowdale High School International Baccalaureate

David H. Ponitz Career Technology Center Career TechnologyStivers School for the Arts (GR 7-12) Performing Arts

Thurgood Marshall High School STEM

PK-8 EDUCATIONPreK-8 SCHOOLS (24): (Pre-Kindergarten – Grade 8), unless otherwise indicated

PreK-8 SCHOOLS Academic and/or Special ProgramsBelle Haven PreK-8 School Literacy Across the Curriculum

Charity Adams Earley Girls Acad (PreK-8) Single GenderCleveland PreK-6 School NSC*

Dayton Boys Preparatory Academy @ Roosevelt Commons (PreK-8) Single Gender

Edwin Joel Brown PreK-8 School TraditionalEastmont PreK-8 School Traditional / Model Inclusion School

Edison PreK-8 School NSC* – Place-Based Curriculum / Model Inclusion SchoolFairview PreK-8 School @ FVE Commons NSC*

Gorman School @ Jackson Center Special Needs/Early ChildhoodHorace Mann PreK-8 School Traditional/Gifted

Kemp PreK-6 School TraditionalKiser PreK-8 School NSC*

Louise Troy PreK-4 School Primary Literacy ModelMeadowdale PreK-8 School Middle School Honors Program

River’s Edge Montessori PreK-6 School Montessori, Dual Language (Spanish)/GiftedRosa Parks PreK-8 School STEM

Ruskin PreK-8 School NSC* – Restorative Justice, Dual Language (Spanish)Valerie PreK-6 School Traditional and Gifted

Westwood PreK-8 School STEMWogaman 5-8 School Place-Based Curriculum / Model Inclusion School

WOW PreK-8 School @ Residence Park STEMWright Brothers PreK-8 School Traditional / Model Inclusion School

+SPECIALTY SCHOOLS (2)SPECIAL CENTERS (Grades 1-12) Academic and/or Special Programs

Gardendale Academy I (K-12) Severe Emotionally Disturbed PopulationGardendale Academy II (Grades K-6) Alternative Academy

Longfellow I, Alternative Academy (Grades 7-12) Alternative AcademyLongfellow II, Online Blended Academy Online Blended Learning

DPS SPONSORED COMMUNITY SCHOOLS (2)SPECIAL CENTERS (Grades 1-12) Academic and/or Special Programs

Dayton Early College Academy (DECA) (Grades 7-12)

Physical Location: 1529 Brown StreetEarly College Program

Dayton Business Technology High School (DBTHS) (Grades 9-12) Alternative Dropout Prevention School

*NSC - Neighborhood School Center

10

Academic Achievement Measures


10

The academic achievement measures include the district’s Academic One Plan key performance indica-tors and state performance standards. This section, therefore, defines these components:

• Non-Negotiable Standards• District/State Performance Indicators• Academic Achievement Targets

Academic Non-NegotiablesAcademic performance will be measured using

the new state report card. The following six state-es-tablished categories will be used to measure academic performance:

Achievement – measures how well students are doing on two standards of success.

Gap Closing – examines whether students in all racial and demographic groups are making gains.

Graduation Rate – determines how well the district is doing in helping students earn diplomas.

Progress – measures how well the district helps stu-dents of all abilities grow academically.

K-3 Literacy – looks at how many students in kinder-garten through grade three are on track in reading.

Prepared for Success – measures students’ college and career readiness.

The district’s goal of ensuring all students are career and college ready is driven by the strategies embedded in the district’s Academic One Plan. The following key performance indicators (KPI’s) and targets are used to monitor our progress in achieving non-negotiables and strategies.

Academic Non-Negotiables 2013 2015

Early Literacy • Kindergarten 23% 80% Students On-track in Reading• Third Grade 54.8% 80% Students On-track in Reading

Achievement • State Indicators Met 8.3% 80%• Performance Index 62.9% 80%

Prepared for Success• College Admission Test

Participation and Scores TBD TBD• Dual Enrollment Credits TBD TBD• Industry Credentials TBD TBD• Honors Diplomas Awarded TBD TBD• Advanced Placement and

International Baccalaureate Participation and Scores TBD TBD

• College- and Career-Ready Assessments TBD TBD

Closing the Achievement Gap (All Students) • Reading 57.3% 80%• Math 44.3% 80%• Graduation 69.9% 95%

Attendance 92.5% 95%

Progress (growth) Grade Grade• All Students F B• Gifted Students D B• Students with Disabilities F B• Lowest 20% D B

ACADEMIC ACHIEVEMENT MEASURESDAYTON PUBLIC SCHOOLS ACADEMIC PLAN

11

Through the Academic Plan, we will monitor district-wide progress using key performance indicators (KPI’s) to improve student outcomes. Staff will engage in the process illustrated below to monitor performance, identify needs, collect evidence to inform decisions, intervene and measure effectiveness.

• Measure Effectiveness - Clear learning targets are set to monitor academic performance

• Monitor Performance - Collect and document evidence of progress

• Identify areas of Improvement - Analyze data to determine how to meet the targets or to provide enrichment

• Intervene - Provide interventions to meet the needs of the learner

• Repeat the cycle for continuous improvement.

12

Dedication to EducationA C A D E M I C P L A N

12

Steps for Success

1) Ages 3-5 Visit the local library regularly and select age-appropriate books to read to your child, and al-low him or her to participate in preschool activities. Register your child for preschool and attend monthly parent involvement activities. Allow children plenty of time to explore their surroundings. Encour-age conversations about the weather, printed signs (Kroger, McDonald’s, and traffic signs), and other easily recognizable words.

Primary Literacy Preparation K-3

2) Ages 5-7 Parents of children who turn five before Sep-tember 30 may register for kindergarten in the spring of the previous school year. All kindergarten through third grade students will participate in diagnostic testing. Schedule a meeting with your child’s teacher in the fall and throughout the year to discuss his or her reading achievement progress. Read with your child daily for 20 minutes at home. Attend all parent involvement activities at your child’s school and take advantage of all district acceleration programs.

Elementary Level 4-6

3) Ages 8-11 This is the perfect time to begin speaking with your child about college and career goals. Plan times to visit our DPS high schools and speak with your principal about your child’s options. Closely monitor your child’s math and reading performance. Encour-age him or her to participate in math and science clubs, speech contests, science fairs, spelling bees and other academic activities. Sixth graders are eligible to partici-pate in college readiness activities such as Wright STEPP, Young Scholars, and Parity Mentoring in selected schools.

High School Readiness Preparation

Dayton Public Schools offers various options in academic course selections. Acceleration is a possible choice students make when planning for college and careers. Academic options range from honors courses to higher level STEM courses.

Acceleration Opportunities Middle School Level 7-8

4) Students who earn an ‘A’ or ‘B’ in English and/or math in seventh grade will have the opportunity to take high school courses in the eighth grade. Spanish, algebra I, and/or health will be available to eighth-graders who have demonstrated high aca-demic performance the previous year.

Earn five credits in ninth grade with a ‘C’ or higher in English, math, and science – high school level 9

5) Students who earn five credits in grade nine with a ‘C’ or higher in English, math, and science are more likely to be successful in high school. Students will face complex texts and be expected to problem solve rigorous tasks. A strong foundation with the de-velopment of good study habits is vital to students’ academic success.

Complete Algebra 2 by Grade 11 with a ‘C’ or higher High School Level 9-11

6) Students who complete Algebra 2 by the end of grade 11 with a ‘C’ or higher are better prepared for college entrance exams and success in college. These students are more likely to perform better on the ACT or SAT college entrance exams and are likely not to have to take remedial math courses in college. Students who complete Algebra II are more than twice as likely to graduate from college than are students with less mathematical preparation.

Score a 20 on the ACT or 1500 on the SAT by Senior Year High School – Level 10-12

7) Students should prepare and sit for the PSAT in the 10th grade. The PSAT is a precursor for SAT tests that are given multiple times throughout each school year. Students should score at least a 20 on the ACT or 1500 on the SAT. The school counselor has all the details including location, date and time of test sessions.

Steps to Ensure your Child is College and Career ReadyDayton Public Schools is committed to ensuring that all children are college and career ready. Families are

encouraged to follow our “Steps for Success” model to support this effort.

13

Rigor and Relevance Framework


The Rigor/Relevance Framework is a tool developed by the International Center for Leadership in Education to examine curriculum, instruction, and assessment. The Rigor/Relevance Framework, based partly on Bloom’s Taxonomy, is easy to understand, even as it helps educators tackle complex situations. As school leaders and staff work together to meet a host of new and varied challenges, this framework offers a common language with which to express, in clear terms, what it means to produce a more rigorous and relevant curriculum.

Rigor/Relevance Framework®Evaluation 6

5

4

3

2

1 2 3 4 5

1

Synthesis

Analysis

Application

Comprehension

Knowledge/Awareness

Knowledgein onediscipline

Apply indiscipline

Applyacrossdisciplines

Apply toreal worldpredictablesituations

Apply toreal worldunpredictablesituations

A BC D

Application Model

Know

ledg

e Ta

xono

my

Assimilation

Acquisition Application

Adaptation

RIGOR AND RELEVANCE FRAMEWORKDAYTON PUBLIC SCHOOLS ACADEMIC PLAN

14

RIGOR (examples)

Level Performance

1 Knowledge/Awareness Label foods by nutritional groups.

2 Comprehension Explain nutritional value of individual foods

3 Application Make use of nutritional guidelines when planning meals.

4 Analysis Examine success in achieving nutritional goals.

5 Synthesis Develop personal nutritional goals.

6 Evaluation Appraise results of personal eating habits over time.

RELEVANCE (examples)

Level Performance

1 Knowledge in One Discipline Label foods by nutritional groups.

2 Application in One Discipline Rank foods by nutritional value.

3 Interdisciplinary Application Make cost comparisons of different foods considering nutritional value.

4 Real-World Predictable Situations Develop a nutritional plan for a person with a health problem affected by food intake.

5 Real-World Unpredictable Situations Devise a sound nutritional plan for a group of three-year-olds who are picky eaters.

15

Educational TechnologyA C A D E M I C P L A N

The district has a detailed, state-approved Technology Plan to guide technology acquisition and implementation. Technology is a tool to support teaching and learning; therefore, from an instructional perspective, technology focuses on three issues:

1. Teacher Support Technologies2. Learner Support Technologies3. Shared Support Technologies

The Technology Plan includes details regarding technology and how it supports both curriculum and instruction. Components of the plan describe curricu-lum alignment and instructional integration strategies for English/language arts, fine arts, foreign language, mathematics, science, social studies and technology. The plan addresses five phases of technology integra-tion, which will be incorporated into DPS curriculum as appropriate.

Teacher Support TechnologiesTeacher support technologies include all hard-

ware and software that support effective instruc-tion and academic achievement. A wide range of hardware is installed or accessible in every district building and in most classrooms. Technologies range from in-class video resources to document cameras, computers and projectors. These technologies al-low teachers to access and utilize a range of media resources to optimize instruction.

Learner Support TechnologiesLearner support technologies include all

hardware and software designed to support student learning and technological skill building. Technolo-gies available in classrooms, libraries, and learning labs include computers, science and research labo-ratories, library/media centers, and career-specific technology centers.

Shared Support Technologies All of the technologies above are shared fluidly to

achieve results. In addition, however, the district has the infrastructure and technology to support online coursework.

This capacity can be used to offer courses online for students. It can also be used to deliver professional and skill development content for teachers and admin-istrators. The initial steps have been taken to achieve both goals, and by 2015, online student and educator options will be in place and fully functional.

The technology vision, we foresee in the future for Dayton Public Schools, encompasses six areas and lays a foundation to incorporate new methods in teach-ing as well as an infrastructure to support emerging technologies.

1� Instruction� Technology assisted instruction will augment and reinforce teaching of the Ohio Depart-ment of Education’s academic standards. Technology that supports instruction will be provided in labo-ratories for group and whole class activities as well as in classrooms and Library/ Media Centers. Video conferencing with global institutions, museums, government agencies i.e. NASA and Congress, and global experts will provide opportunities for learn-ing otherwise unavailable. Students will be able to collect and analyze data through the use of portable technology such as laptops, tablet technology and student response systems. Students will be able to simulate experiments that could not be conducted in classrooms or laboratories.

2� Communications� Communication technology will enhance the abilities of both students and teachers to communicate with other students, teachers, and experts in the district and globally and thus enhance learning and teaching. Communication technology will include e-mail, intra-district discussion, elec-tronic bulletin boards, and video conferencing.

EDUCATIONAL TECHNOLOGYDAYTON PUBLIC SCHOOLS ACADEMIC PLAN

16

3� Research� Technology will be used and enhanced in classrooms and Library Media Centers to provide access to school and global information resources, such as electronic encyclopedias, atlases, databases, periodicals, video-on-demand, and live web cams.

4� Administration� Technology will continue to be used to improve intra-building and intra-district administrative communication. Teachers will use technology to manage instruction, assess student progress, and maintain complete portfolios on indi-vidual students. Administrators will use technology to automate time-consuming logistical duties, such as attendance records, grade reporting, and perfor-mance analysis.

5� Professional Development� Technology will be used to keep teachers and administrators current with knowledge and skills required for their ar-eas of responsibility through such technology as video conferencing, online classes, and eLearn-ing courses.

Technology Integration 5 phases

Entry Learn the basics of new and

existing technology

Adoption Use new and existing technology support traditional instruction

Adaptation Integrate new technology into the

classroom

Appropriation Incorporate technology as one of the

many learning tools

Invention Discover new uses for technology tools

EducationalTechnology

Training

NewClassroom

Support

Library/Media

Centers

InteractiveWhiteboards

iPads and theCurriculumConnection

Student E-MailAccounts

DigitalSummerSchool

DistrictSoftwareApprovalRequests

CreditRecovery andOnline Course

Software

InteractiveVideo Distance

Learning(IVDL) Library/Media

Services andEducationalTechnologyDepartment

EducationalTechnology

Support(BTIC Sta�)

17

Gifted and Talented Program


It is the goal of Dayton Public Schools to provide every child with a high-quality education. We are cur-rently working to enhance our gifted services. Histori-cal data show we must continue to support and enrich learning for all students in our district who qualify for gifted programming.

In an effort to correct the issue of under-identi-fication, we have expanded the criteria to include all areas identified by the state. We also have included more culturally diverse and less culturally loaded as-sessment measures. The Ohio Department of Edu-cation allows for students to be identified using the following criteria:

• Superior Cognitive - advanced intellect and cognitive processing compared to same age peers. Students scoring in the 95th percentile or above on an ODE approved assessment are identified gifted as superior cognitive.

• Specific Academic Ability - refers to an area that is consistently superior to the aptitudes of same age peers. Specific academic areas include: mathemat-ics, science, reading, and/or social studies. Stu-dents scoring in the 95th percentile or above on an ODE approved assessment are identified as gifted in that area.

• Visual or Performing Arts Ability - demonstrat-ing consistent outstanding aesthetic visual art, music, drama, and/or dance talent. Students can be identified as gifted in visual and performing arts by scoring in the superior range on an ODE approved portfolio/performance.

• Creative Thinking - includes consistent unconven-tional responses to conventional tasks. A student who attains advanced scores on an ODE approved individual or group test of creative ability, or exhib-its sufficient performance as established by the ODE on an approved checklist will be identified as gifted in this area.

ENHANCED GIFTED PROGRAMMING EARLY ELEMENTARY - Grades K - 3

All students identified as gifted will be provided with differentiated curriculum commensurate with their unique educational needs. The district’s gifted program will work with students’ teachers to provide academic enrichment and support in the area(s) of gifted identification.

MIDDLE ELEMENTARY - Grades Four and FiveDuring the School Day

Academic Offerings – Identified gifted students will participate in guided gifted education under the direction of a gifted intervention specialist in an area of gifted identification. During the 2013 – 2014 school year the academic focus will be in reading, with expansion of the program in subsequent years. Stu-dents identified in other academic areas will continue to experience learning enrichment suited to their unique educational needs within the general education classroom. Alternative academic options may include subject area acceleration or grade-level acceleration.

Enrichment activities may include online blended learning opportunities, Math Olympics, National History Day, science fair, Junior Great Books, world languages, writing and/or book clubs, media produc-tion and visual/performing arts experiences.

Extended Day/Saturday Options

Chess, Checkers and Scrabble Club, Invention Convention, graphic arts, media production, Battle of the Books, Power of the Pen, Destination Imagination, critical thinking and creative problem solving chal-lenges, visual and performing arts experiences.

GIFTED AND TALENTED PROPOSALDAYTON PUBLIC SCHOOLS ACADEMIC PLAN

18

LATE ELEMENTARY - Grades Six through EightDuring the School Day

Academic Offerings - Identified gifted students may be provided options such as subject area accel-eration, grade acceleration, middle school honors courses, physical science, foreign language, online course acceleration.

Enrichment activities may include Mock Trial, speech and debate teams, media production club, Math Olympics, National History Day, science fair, Battle of the Books, newspaper team, book club, mediation programs, creative writing, and visual and performing arts experiences.


Debate teams, Invention Convention, visual and performing arts experiences, community action team, exploration team, STEM Club, place-base club, college and careers club, robotics, Future Problem Solving, Destination Imagination.

HIGH SCHOOL - Grades nine through twelveDuring the School Day

Academic Offerings – Identified gifted students are provided options such as honors courses, Advanced Placement courses, International Baccalaureate program, post-secondary enrollment at a local uni-versity, online college coursework, dual-enrollment (High School and College Credit for coursework).

Enrichment activities may include National His-tory Day, Mock Trial, Power of the Pen, Future Prob-lem Solving, Muse Machine, speech and debate teams, journalism clubs, STEM clubs, community projects, career and college mentoring, visual and performing arts experiences.


Engineering competitions, debate teams, college exam preparation, internships, STEM Clubs, math clubs, visual and performing arts experiences, Ex-ploration Team, community action events, robotics, place-based club.

The curriculum and instruction team works col-laboratively with the Office for Exceptional Children to ensure all students who are identified as gifted and demonstrate extraordinary talent have a rich and meaningful educational experience. We will continue to incorporate several of these initiatives to better serve this student population.

19

Tiers of Academic & Nonacademic SupportsDayton Public Schools’ Tiers of Academic & Nonacademic Supports

Page 1

PURP

OSE

Maximize learning for all students Minimize the number of students in need of

intervention Provide a core curriculum/programs address

the learning needs of 80-90% of all students

Identify students at risk for not reaching academic and/or nonacademic standards ( i.e., attendance and behavior)

Provide sufficient and appropriate systematic assistance to ensure students reaches or exceeds established standards thereby preventing school failure

Provide sustained support for students: - who don’t progress with targeted supports

OR - whose initial assessment data indicates the

need for support at all 3 tiers in order to make progress

CHA

RACT

ERIS

TIC

S High quality general education instruction/programs systematically and proactively provided in classroom and non-classroom settings

The core curricula/programs includes Culturally Responsive Practices that fit the needs of the student population

Systematic, supplemental, customized, focused & explicit instruction/programs that are culturally responsive to and empirically effective with the identified concern

Flexible small groups for students with relatively homogenous needs, “at-risk” for academic/nonacademic problems

A culturally relevant and empirically based written individualized plan for intensive supports

Highly skilled/trained staff Regularly scheduled reviews of data to determine

the effectiveness of the intervention

STU

DEN

T SE

LEC

TIO

N

Academic Students scoring proficient or better on

summative/benchmark assessments and/or end of course exams (district, state, &/or national tests),

Students earned passing grades in all core subjects

Students on track for graduation (4yrs in/out with appropriate credits)

Students never retained Nonacademic

>95% Attendance rate <2 office referrals, no suspensions in

month & no expulsion

Academic Students scoring basic on


Students failing 1-2 core subjects Students not on track for graduation

(insufficient credits/core subjects for 4yrs in/out )

Students behind by 1 grade Nonacademic

85%-95% Attendance rate 2-5 office referrals or 1-2 suspensions per

month or recommended expulsion Over age Attended > 2 schools within a year

Academic Students scoring limited on


Core subjects failed >3 Students not on track for graduation

(significantly deficient credits/core subjects for 4yrs in/out )

Students behind by > 2 grades Nonacademic

<85% Attendance rate >5 office referrals, >3suspensions per month or

recommended expulsion or recommended alternative placement in lieu of expulsion (K-6 & 7-12)

Over age Attended > 3 schools within two years Students returning from institutionalization

BUI

LDIN

G S

ELEC

TIO

N

“A” or “B” Overall State letter grade > 93% Attendance rate

Graduation rate > 90% (State Target) or > 73.6% (current Federal Target)

5% per 100 Office Referrals/Suspensions

>90% Satisfaction survey rating 90%-100% Quality instruction based

on walkthrough data Average to Above Average Student

Growth

“C” Overall State letter grade 89%-92% Attendance rate Graduation rate >73.6% but < 90% or

>2% improvement 10% per 100 Office Referrals/Suspensions 80%-89% Satisfaction survey rating 80%-89% Quality instruction based on

walkthrough Below Average Student Growth

“D” or “F” Overall State letter grade Focus/Targeted State designation > 88% Attendance rate Graduation rate < 73.6% 15% per 100 Office Referrals/Suspensions 79% Survey satisfaction rate Well Below Average Student Growth

STA

FF S

ELEC

TIO

N

No disciplinary actions within current or extended discipline plan

> 93% Attendance Evaluation Rating of

Accomplished/Proficient Student Growth Rating of Average- Effective Walkthrough Rating of 80%-100% on target Observation ratings-Satisfactory>

Support Plan 85%-92% Attendance Evaluation Rating of Developing Student Growth Rating of Approaching Average

(1 or more years) Walkthrough Rating of 70%-79% on target Observation ratings-Need Improvement

Improvement Plan <85% Attendance Evaluation Rating of Ineffective Student Growth Rating of Below

Average/Ineffective (1 or more years) Walkthrough Rating of >70% on target Observation ratings- Unsatisfactory

M

ON

ITO

RIN

G

All students/buildings are progress monitored via quarterly (6 to 9 weeks) benchmarks assessments/data collection

Curriculum Team monitoring

Students/buildings are progress monitored monthly (4 weeks)

Building Principal monitoring

Students/buildings are progress monitored at

least weekly

District Team monitoring

CO

LLA

BOR

ATIV

E ST

RAT

EGIC

PL

AN

NIN

G/P

RO

BLE

M

SOLV

ING

Who Does It? District design team & building data teams

Actions Identify professional development

needs and/or resources Provide resources/professional

development Provide instructional support Monitor fidelity of intervention

implementation

Who Does It? Building data team, grade-level team, &

department

Actions Coordinate implementation of interventions Monitor fidelity of implementation Provide mentoring/professional

development

Who Does It? Building planning, grade-level, department, &

Individual student teams Actions

Monitor fidelity of intervention implementation Provide resources

IN

TER

VEN

TIO

NS

Academic

120 min. uninterrupted Reading Block 90 min. uninterrupted Math Block Acuity online Instructional Resources Differentiated Instruction Career Planning District Intervention Book

Nonacademics

3-5 behavior expectations taught across all school settings

School-wide incentive/correction plan Prevention Programs Cultural Sensitivity Training

Academic Early Literacy Group Fast ForWord (2& 3 Literacy) Study Island (Math) Literacy/Math Intervention Groups Do The Math (K-6) 8th & 9th Grade Transition Classes Tutoring

Nonacademics Building specific behavioral intervention groups Check-in/Check-out/Check and Connect Mentors Behavioral contract Mediation ( for attendance)

Academic Read 180 System 44 (reading) Do The Math (K-6) Individualize plan Longfellow Academy I & II Gardendale Academy II Online Services

Nonacademics Wrap-Around Planning/Case Management Behavior Intervention Plan (BIP) based on

Functional Behavior Assessment (FBA) Alternative programs Mental Health Providers

SCHOOLWIDE

TARGETED INTENSIVE

“At-Risk” “Severe”

Targeted Support Groups Intensive Individualized Supports

“On Track”

Universal

Adapted from OISM U:\intervention\Dayton Tiers of Activities.doc

Tier 3 Tier 2

Tier 1

20

District ToolsA C A D E M I C P L A N

• Academic One Plan• Response to Intervention• Positive School Climate (Student

Code of Conduct & Tracking via the Online Discipline System)

• Teacher/Building Based Teams• Grade Level/Department Meeting• Formative Instructional Practices • Instructional Improvement System (IIS)

• 3 Block Math & 4 Block Reading• Interventions (ex. Fontes & Pinnell)

• National Assessments• Teacher Created Measures• Student Growth Measures ✓ State Assessments (Value-Added)✓ District Assessments (Vendor)✓ Student Learning Objectives

• Teacher Access Center (TAC)

• Home Access Center (HAC)

• PIO• Building Newsletter• Family Community

Involvement Activities

• PD 360– Walkthroughs andObservations

• Teacher Effectiveness

• PD 360• PD Sessions

• Performance Tracker• Progress Monitoring

District Tools Aligned with Ohio’s Teacher Evaluation System

1

2

3

4

5

6

7Understand

student learningand

development...

Know andunderstand the

content areaof instruction...

Understand anduse varied

assessments toinform

instruction...Plan and delivereffective

instruction thatadvance

learning...

Create learningenvironments

that promote highlevels of learning

andachievement...

Collaborate andcommunicate

with students, parents,other educators,

administrators andthe community...

Assume responsibilityfor professional

growth, performanceand involvement...

Ohio’s TeacherEvaluation

System(OTES)

Standards

DISTRICT TOOLSDAYTON PUBLIC SCHOOLS ACADEMIC PLAN

21

• Instructional Improvement System (IIS)• 3 Block Math and 4 Block Reading• Response to Intervention (RTI)• Interventions (ex. Fontes & Pinnell)• PD 360 - Walkthroughs & Observations

• Teacher Access Center (TAC)• Home Access Center (HAC)• Academic One Plan• Building Newsletter• Family Community

Involvement Activities

• Teacher/Building-Based and/or Department/Grade Level Teams • Formative Instructional Practices (FIP)

• Positive School Climate (Student Code of Conduct & tracking via the Online Discipline System)

• Academic One Plan• Performance Tracker• Progress Monitoring

District Tools Aligned with Ohio’s Principals Evaluation System

1

3

4

5

2Create a shared vision

and clear goals andensure continuous

progress towardachieving goals.

Support theimplementation of high-quality standards-based

instructions that results inhigher levels of

achievement for allstudents.

Allocate resourcesand manage

operations in orderto ensure a save andproductive learning

environment.

Establish and sustaincollaborative learning

and sharedleadership to promotestudent learning and

achievement of allstudents.

Engage parents andcommunity members

in the educationalprocess and create anenvironment where

community resourcessupport student

learning andachievement.

Ohio’s PrincipalEvaluation

System(OPES)

Standards

22

DPS Academic PlanGOAL: By 2015 Dayton Public Schools will be a high achieving district where 80% of PreK-12 students will

score proficient or higher in reading and math as measured by district and state assessments in order to ensure all students are career and college ready.

RttTApplication

Area

GoalsStrategies

CCIP Components

District School District School

Usi

ng D

ata

to In

form

Inst

ruct

ion

EFFE

CTIV

E PER

SONN

EL

1. Increase the Number of High- performing Schools and Eliminate Low-Performing Schools.

1. Increase the Number of High- Performing Instructional Staff/Classroom and Eliminate Low-Performing Instructional Staff/Classroom.

1. Deliver High Quality Instruction.

2. Increase Staff Content Knowledge.

3. Increase and Retain Highly-Effective Schools, Leaders, Teachers and Support Staff.

DI – 1

DI – 3

DI – 2

HQT – 1, 2, 3 & 4

HQT – Opt. 1, 2 & 3

SW – 2, 6, & 7

SI -1, 3, 4 & 7

2. Increase the Number Of Students Ready for the Next Academic Level and Ultimately Career and College Ready.

1. Increase the Number of Students Scoring Proficient or Better on District, State and National Assessments.

SW- 1 & 5

SI – 3

ENVI

RONM

ENT

3. Improve the Districts Learning Environment. 1. Implement the positive school climate framework.

2. Close the Achievement Gap between student groups.

DI – 3 & 5

DI -Opt. 1

HQT – 3

SI – Opt. 1

SI – 6

SI – Opt.1

SW – 3, 8 & 9

FAM

ILY &

COM

MUN

ITY 4. Create Welcoming, Engaging and Informing environments

for parents.1. Market the district and increase parent and

community involvement and contribution to student academic growth.

DI - 4 SI - 1 & 5

SW - 4

23

5-Step ProcessProgress Monitoring

(Quarterly) End of Year Measures

Key Performance Indicators (KPI’s)TEACHER-BASED TEAM1. Collect and chart Data • Data is ready and brought by all teachers • Item analysis is done • Data provided prior to meeting • Subgroup data is reported2. Analyze student work specific to the Data • Determine overall student strengths • Are there patterns or trends? • Were there common errors? • Are there urgent needs? • Were there misconceptions? • Prioritize needs for next steps3. Establish shared expectations for implementing

specific changes • How will students be grouped for instruction? • What differentiated strategies will be used? • When will this instruction happen, e.g., during core

class, intervention period, enrichment time, after- school tutoring?

• What support/training in a specific strategy is needed?

• Determine length/frequency of instruction. How many minutes/days and weeks? • Decide on post assessment4. Implement changes consistently across

all classrooms. • Tie walk-throughs to the strategies the TBT has chosen to implement • Ensure feedback is provided to the staff • Peer to peer classroom visits can occur to work as a

team on tuning the instructional strategy5. Collect, chart and analyze pre/post data. • Everyone comes with assessments scored and data

ready. • Best practices shared from classroom teachers with

high student results on post-test.

BUILDING LEADERSHIP TEAM1. Collect and chart adult implementation and student

performance data2. Analyze adult implementation and student

performance relative to the data3. Review and/or refine the building focused adult/

student indicators relative to the data and TBT needs4. Establish building-wide implementation and

monitoring action steps/tasks for Step 35. Define adult and student data for review at next

meeting

DISTRICT TRANSFORMATION LEADERSHIP TEAM1. What is the data telling us? - Where are we now? - Where are we going? - What other data needs to be collected?

80% of Students At or Above Proficiency on district assessments

<93% Attendance rate (teachers and students)80% Passage rate (grade distribution)10% Reduction in discipline of ODR, suspensions and/or

alternative placements 80% Skilled or Better effectiveness rating of

instructional delivery (Walkthrough/Observation data)

80% of Evaluated lesson plans rated as high quality 10% Reduction in withdrawals80% of Staff accessing State Instructional Implement. Sys.80% of Staff administer formative assessments80% Satisfaction rate student and parent survey results80% Implementation rate (PD survey results)80% of Staff participating in PD80% K-3 Students on-track in reading

(including student groups)

80% of Students At or Above Proficiency on national and/or state assessments (B or Better grade in Achievement) State Report Card

C or Better grade on meet State Indicators (State Report Card)

B or Better grade in Student Growth Measures Progress (State Report Card) - Value Added (Overall, Gifted, SWD, Lower 20%)

80% Instructional staff and principals rated as Skilled or Better on OTES/OPES

District-wide Equitable distribution of effective staff80% Graduation rate10% Reduction in withdrawals10% Reduction in discipline (ODR, suspens. & alt. pl)80% of Teachers attend PD sessions 80% of Teachers successfully implement PD Strategies

(Walkthrough Data)80% K-3 Students on-track in reading (including all student

groups)80% Passage rate (Grade distribution)

80% of Students At or Above Proficiency on district assessments

<93% Attendance rate (students)80% Passage rate (quarterly grade distribution)< 2.5 Average GPA10% Reduction in discipline 80% Students with appropriate grade level credit

(semester status)

80% of Students At or Above Proficiency on state tests<93% Attendance rate (students and teachers)< 2.5 Average GPAB or Better grade on Gap Closing for student groups10% Reduction in discipline 80% Students with appropriate grade level credit80% Graduation rate & >5% Retention rates80% of Students college and career ready (B or Better grade)

- % of students graduating remediation free - % of students graduating with an Industrial Certificate - % of students with an Honors Diploma - % of students enrolled in A/P and scoring 3 or better - % of students enrolled in I/B and scoring 4 or better - % of students with Dual Enrollment and receiving college credit

80% of Each student group At or Above Proficiency on district assessments

<93% Attendance rate for each student group80% Passage for each student group - rate grade

distribution 10% Reduction in discipline by student group80% Satisfaction rate-student and parent survey results

80% of Students At or Above Proficiency on district assessments by student group

<93% Attendance rate for each student group80% Passage rate (grade distribution for each student group)10% Reduction in discipline for each student group80% Satisfaction rate-student and parent survey results80% Skilled or Better effectiveness rating for instructional

delivery of staff (Walkthrough/Observation data)

80% Satisfaction rate (student and parent survey results) 50% of Parents participating in district activities and

collaborative partnership events80% of Parents/students will accessing Home Access

Center (HAC)

10-20% Increase in marketing activities80% Satisfaction rate (student and parent survey results) 50% of Parents participating in district activities and

collaborative partnership events80% of Parents/students will accessing HAC

2424

Initiatives 2013-2014 2014-2015 2015-2016 2016-2017College and Career Readiness

Implement Early college and Dual Credit opportunities at select high schools.

Dual Credit and Early College Opportunities at all high schools. 40% Advanced Courses or Dual Credit

60% Dual Credit or Advanced Course in all course high schools in all high schools.

Partner with Community Agencies and universities to provide high school students with internships for college and career readiness.

Transition to High School/Increase graduation rate 50% Algebra I (8th graders)

High School credits for Middle School students. 92% Graduation rate

95% Graduation rate

95% Graduation rate

95% Graduation rate for all DPS High Schools.

College Readiness Preparation

Increase the number of students taking college prep assessments.

All 7/8th grade students will have access to college prep assessments.

75% of all students will take PSAT, SAT and ACT.

Kindergarten Readiness/Third Grade Reading

Balanced Literacy

All pre-school families will have access to kindergarten readiness sessions at their buildings and in their community. Balance Literacy target model across all buildings, 75% will be proficient

Balanced Literacy

Increase the engagement of Families through the new Parent/School Compact agreements. Increase community partnerships to support the initiative. 80%

Balanced Literacy

Improved Primary Literacy will result in 80% of our third graders reading on grade level, with exceptions. OEC, ELL. 75% Proficient or above diagnostics (K-2)

School Climate Initiatives/Family and Community Engagement Annual Focus Groups/meetings for feedback

Decrease suspension and discipline referral rates by 20% in all buildings. Reduction in the amount of parent and community complaint calls by 20%

Increase parent and community engagement in all buildings with a focus on the district initiatives.

Increase the number of wrap around services in our schools. i.e. health clinics, dental, mental health services.

Timeline for Academic PlanA C A D E M I C P L A N

25

Assets and InitiativesA C A D E M I C P L A N

Successful implementation of the Academic Plan hinges on several factors. The district is creating a flat-ter, more efficient organization to drive more resources into the classroom. It’s implementing and disseminat-ing districtwide standards in the form of curriculum aligned to Common Core lesson plan templates, and it’s employing research-based strategies and best practices. This section highlights the Academic Assets and Non-Negotiable Initiatives and the roles they play.

City - Collaborative Partner:youth programming, facility use, mentors,

internships, volunteers

County - Alignment to Non-Pro�ts forcritical services, mentors, internships

volunteers

Employment - Accessible, Options forcollege-educated, certi�cated and

skilled workers, Living Wage

Early Childhood Education - Quality, A�ordable, Accessible

Excellent Schools Family & Community Engagement | LearnToEarn Dayton

3rd grade studentsReading on grade level

4th-8th grade students“Getting ready for high school”

9th-12th grade

students

“Getting ready for college

and careers”

Kindergarten Readiness

Higher Education - A�ordable, Aligned

to K-12, HS Accessible

Neighborhoods - Safe, Clean

Legal - Pro Bono support: Housing,Employment, Immigration Support

LearnToEarn DaytonFamily & Children First Council

ReadySetSoarComprehensive Nighborhood Initiative

Neighborhood School CentersDayton Montgomery County Scholarship

Montgomery County College PromiseCrayons to Classrooms

Wright STEPPYoung ScholarsUpward Bound

PACEArts & Culture

REACHRaising Education Achievement

in each Child Higher

OUR COMMUNITY

Project-based LearningTutors

MentorsInternships

ScholarshipsCommon Core Standards

Highly-e�ect teachers and leadersClean and safe facilitiesOn-time transportation

Nutritious meals

OUR SCHOOLS

Health Care - Medicaid, Parntershipwith DPS Health Services, Internships

Non-Pro�t Organizations - Collaborative Partner,

Critical Services

Faith Based - FamilySupport programs,

Volunteers

Housing - A�ordable,Save, Accessable to Work

Business - WorkforceRequirements, Mentors,

Internships

Citizens - Informed and engaged in schools,community use, participation

on district committees

ASSETS AND INITIATIVESDAYTON PUBLIC SCHOOLS ACADEMIC PLAN

26

To ensure the college and career readiness of all graduating students, Dayton Public Schools must have a clear understanding of their academic progress from the time they enter kindergarten to the time they enroll in some form of post-secondary program. The district will develop a clear portrait of its student population in these four areas:

Academic Non-Negotiables:1. Readiness to learn when entering kindergarten2. Reading proficiency as third graders3. Closing the achievement gap, with particular

emphasis on ethnic groups and students with disabilities

4. College and career readiness at the time of high school graduation

Element 1: The collaboration with Montgomery County Human Services and the United Way to leverage and align human service programs to achieve the goals of Learn to Earn Dayton

Our district’s efforts will be successful only when they are complemented by a community-wide com-mitment to the goals of REACH. One of the principles of the REACH model in Dayton is to partner with existing community-based assets that are already committed to improving outcomes for children and families. Community assets currently include many family- and child-serving non-profit agencies through-out the county, most of which rely on the funding and leadership of United Way, Montgomery County Supported Services funding, and other private and foundation funding. Dayton Public Schools will work to build community-based support for the REACH model, so that community services, and their fund-ing mechanisms, can support the work being done in the classrooms. Dayton Public Schools appreci-ates the partnership of Montgomery County Family and Children First Council and the United Way, and welcomes other government and community-based organizations in strengthening the social foundation that is essential for the school district to achieve its educational goals.

Element 2: The creation of targeted academic programs and strategies

Targeted programs that help Dayton Public Schools foster student success are essential when DPS students begin their early educational work and continue through elementary, middle and high school. If the students in Dayton Public Schools are going to be career and college ready, there must be targeted programs at all key points in their K-12 work.

Kindergarten Readiness:

Strategy I: Lead Ready Schools coalitions for every quadrant/school to collaborate with child care and preschool providers to ensure understanding of “kindergarten readiness” definition; share KRA-L scores every fall and set goals with each coalition for improvement.

Strategy II: Increase access to high quality, affordable, preschool for all three- and four-year-olds.

Strategy III: Provide information and support to parents on ways to improve readiness (through communication home to younger siblings, active participation in Passport to Kindergarten, parent workshops, invitations to school events sent to the child care providers).

Strategy IV: Review Bracken scores of students in DPS preschools in fall and differentiate instruction to im-prove readiness by spring. Closely monitor KRA-L scores for DPS preschool students to drive improve-ments in readiness.

Primary Literacy Plan: WHAT’S THE PLAN AFTER STUDENTS ARE IDENTIFIED?

Strategy I� All PreK-3 students will be administered research-based assessments to determine on and not-on track students.

Strategy II� All K-3 students will be administered research-based assessments to identify areas of strengths and concerns.

Strategy III� All K-3 students will be administered the Ohio Department of Education’s Writing Diagnostic to identify needs.

Fourth- through Eighth-Grade Transition to High School

Strategy I� Provide all students with highly effective teachers licensed in their content areas.

Strategy II� Continue partnerships with local mentor-ing agencies.

Strategy III� Goal is to provide Algebra I to all eighth-grade students.

Strategy IV� Provide college and career seminars.

Strategy V� High school visits, step up programs to spend the day as a freshman. Summer bridge future freshman camps. Provide advanced students access to high school courses either online or on site at all high schools.

ASSETS AND INITIATIVESDAYTON PUBLIC SCHOOLS ACADEMIC PLAN

27

High School to Post-secondary and Career Readiness

Strategy I: Offer dual enrollment courses in every high school, effective August 2012.

Strategy II: Create a comprehensive internship program that exposes students to job and career op-portunities and helps students better understand the relevance of the academic work they pursue.

Strategy III: Offer PSAT at for all 10th-grade students and SAT and ACT prep courses.

Strategy IV: Provide access to online coursework, especially in “hard-to-staff ” courses such as foreign language and advanced placement.

Strategy V: Comprehensive early college opportunities to all high schools. Recruit teachers with credentials to teach high school and college for ninth-grade ac-celeration course to decrease ninth-grade retention.

Element 3: Alternative Learning

Alternative learning and blended learning are two of the fastest growing educational trends in the 21st century. Dayton Public Schools will move to achieve the following:Strategy I: Increase blended learning coursework at

the high school and elementary school.

Strategy II: Use blended learning as an accelerated support for gifted students.

Strategy III: Use blended learning to address special educational situations that are unresolvable with conventional brick and mortar schools.

Strategy IV: Use blended learning to attract and re-cruit alternative students who have left the district.

Strategy V: Partner with another nationally rec-ognized blended learning district to analyze and implement best practices.

Strategy VI: Develop a ninth-grade acceleration academy.

Strategy VII: Wrap around services—Wright State University and other community partners.

Element 4: The creation of targeted non-academic programs and strategies

The second element of the REACH model effort will be targeted “strategy” programs that are structured to address non-academic barriers through the follow-ing family and community supports:

1� Students are healthya. GetUp Montgomery Countyb. Health screeningsc. Immunizationsd. Access to fresh fruits and vegetablese. Access to pediatric care for insured and unin-

sured childrenf. Access to behavioral health care

2� Students feel safe

a. 21st century grants focused on academic enrichment and reinforcing positive school climate

b. Walking school busesc. Collaborations with Dayton Police Department

and Montgomery County Sheriff ’s Officed. Neighborhood organizing focused on crime

prevention through partner agencies and neighborhood groups.

3� Students Live in stable communities

a. Neighborhood School Centers as a hub of activities for the community

b. Wrap-around support services for families provided by partner human service partners

4� Family/community support learning

a. School-based parent groups that reinforce the role parents can play in fostering learning and promoting commitment to post-secondary educational strategies for children.

b. Nurturing parenting programsc. Mentoring Collaborative d. Before and after school as well as summer

academic enrichment/tutoring provided by hu-man service agency partners with emphasis on literacy, STEM and project-based learning

e. Family-based ESL programs provided by hu-man service partners

5� Students with 21st century learning tools

a. Hotspots throughout the city of Dayton provided by partners

b. Dual enrollment at higher education institutions

28

2013-2014 Instructional Support


The Department of Teaching and Learning is comprised of specialized professionals who have extensive experience in instruction and designing curriculum that is rigorous and relevant to Dayton Public School students. Teaching and Learning is the umbrella that covers DPS Curriculum and Instruc-tion, which includes Professional Learning and Educational Technology.

The Director of Curriculum and Instruction leads the department using achievement data and plans extensively with the executive director of ac-countability and chiefs of school improvement and innovations, and associate director of professional learning to develop strategic implementation of the superintendents’ district initiatives.

There are 28 Curriculum and Instruction Assess-ment Specialists who are housed in our elementary and high schools. Their primary focus is increasing teacher capacity. Building Curriculum and Instruc-tion Assessment Specialists (CIA’s) disaggregate student data and develop teachers’ knowledge of best practices in instruction. This instructional coaching occurs throughout the school day and after school. Student and school data encourages teacher collabo-ration. The job-embedded professional development is a huge advantage, as it relates to raising the level of teaching and learning in a classroom. CIA’s are building based and responsible for monitoring student achievement daily.

Content specific CIA’s monitor student achieve-ment in various subject areas in all elementary and secondary buildings. They monitor and provide support to clusters of theme-based buildings, such as literacy focus schools, special centers, STEM schools, and place-based schools. Their work is aligned to Eng-lish/language arts, math, science, and social studies, special education, gifted and talented, fine arts, career technical, and STEM.

The Associate Director of Professional Learning assesses and coordinates professional learning oppor-tunities that support academic achievement.

Mentor Teachers support the professional growth of new teachers as required by Ohio’s Resident Educa-tor Program. They assist beginning teachers with the ‘what’ and ‘how’ of teaching, and navigation of district processes, procedures and protocols.

Instructional Support Staff provide building-level support and training with state-required and district-adopted tools and curriculum.

Educational Technology serves the district by integrating traditional classroom teaching and 21st century technology. The department is comprised of a director and educational technology integration coordinator who oversee the daily work of educational technology and library media paraprofessionals (el-ementary) and librarians (high school) in the schools. Use of educational technology such as IVDL and other educational tools is an important component of the educational process as it relates to Common Core.

2013-2014 INSTRUCTIONAL SUPPORTDAYTON PUBLIC SCHOOLS ACADEMIC PLAN

29

Office of Teaching & Learning

High School CIA’s

Traci Davis, LA 9-12 – ELA, Middle Schools Honors, International Baccalaureate, Advanced Placement

Maryann Barta, Math 9-12 – Math-O-Lympics

Kurtz Miller, STEM 9-12 – Science Fair

Christopher Sidner, Social Studies 9-12 – World Language, History Day

Akisha Shehee, Gifted, Special Education, Spelling Bee, Lucia May Wiant

Ruby Bryant, Differentiated Instruction, Career Tech

James Galluzzo, Auxiliary Services, Program Coordinator Deborah Carroll, Title I Program Coordinator Phyllis Combs, Title I Program Coordinator LaShawn Graham, Compliance Facilitator

Belle Haven, Cleveland, Edison, Edwin Joel Brown, Fairview, Kemp, Kiser, L. Troy, Ponitz, River’s Edge, Ruskin, Stivers, Valerie, Wogaman

Belmont, Charity Adams, Dayton Boys, Dunbar, Eastmont, Gardendale, Gorman, Horace Mann, Longfellow, Meadowdale PK-8 & HS, Rosa Parks, Thurgood, Westwood, WOW, and Wright Brothers

Karen Lombard, ECE Director Jael Ojwaya, Psychological Services Director

Virginia Noe, Health Services Director Debra Accurso, ECIP Associate Director

Julius Beckham, Associate Director Joseph Hall, Associate Director

Elizabeth Watson, Associate Director Marietta Harris, Associate Director Cliff Clements, Associate Director

Timothy Glover, Associate Director John Guhde, Curriculum Specialist

Ann Snyder, Gifted Education Heather Kardeen, Gifted Education

Teresa Troyer, ESL Hubert Matumaini, ESL

Sylvia Orr, Program Support Chris Triola, EMIS/IEPPlus

Barb Dierkers, Home Instruction Regina Joyce, Alternate Assessment

Ann Tuck, Supplemental Support Kathy Black, OEC Placement Specialist

Office for Exceptional Children, Exec. Director

Tracey Mallory

Curriculum &Instruction Director

Marvis Meeks

State, Federal & Grants Programs Exec. Director

Charlie Graham

Professional LearningAssociate Director

Ida Nalls

Mentor TeachersLarry CliffordDana Darling

Jodie Martin-PuterbaughJaime Ranly

Coordinator,Educational Technology

Cedric Evans

Director, Library/MediaServices & EducationalTechnology Department

Krista Guy

Elementary CIA’sBuilding Based

Instructional Support SpecialistMichelle Fulcher

Stacie HayneStacey Williams

LaDawn Mims-Morrow

RttT CoordinatorLinda Stagles

Athletics DirectorJonas Smith

K-8 Support AreaTina Kretzer, LA–4 Blocks, Spelling Bee, Lucia May Wiant

Kiara Williams, Math – 3 Blocks, Math-O-LympicsVanisa Turney, Science – Place Base Education, Science Fair

Ryan Tait, Social Studies – Integrating ELA with SS, Debate Teams

Chief of School ImprovementLisa G. Minor

Chief of School InnovationDavid Lawrence

14 SchoolsPK-8 Schools (12)High Schools (2)

16 SchoolsPK-8 Schools (9)High Schools (4)

Special Centers (3)

30

DPS Talent Management 2013-2014


Given the importance of teacher quality, the Day-ton Public Schools will focus over the next three years on recruiting, selecting, and employing teachers who have the ability to be highly effective in the classroom. Current teaching demographics and changes in retire-ment laws will make recruitment difficult or nearly im-possible to ensure our children have the best learning environment, unless we have a well thought out plan.

Our average teacher age is 46 years old and aver-age experience of 11 years. This is a change from 2012’s data of 49 years old with an average experience of 16 years. While the teaching population is aging, we find ourselves with a great opportunity to recruit and retain high potential and high performing teachers with the assistance of members of Dayton’s business commu-nity. In 2012-2013, the district was able to hire Teach for America teachers, specifically targeted in grades 4 – 9, Math and Science as well as and Woodrow Wilson Fellows , targeted to teach Math and Science at the high school level.

In addition, the district participated in a National Council of Teacher Quality review in March 2013. The review identified 34 recommendations of which 13 were improvements the district could implement with systems improvements, 16 were items that were negotiated, and 5 were state policy recommendations. As appropriate, recommendations from the review have been incorporated in the update plan.

Outlined below are specific action steps and re-sults that the district will implement.

Goal 1: Enhance the quality of teachers for regular classroom assignments.

Ensure that all teachers are properly licensed and work with key educational stakeholders to identify those candidates who have the knowledge and skills essential for success in an urban environment.

Action: Identify partner universities that have Urban Teacher Academies and work with them to identify candidates with potential for effectiveness as classroom teachers in the Dayton Public Schools.

Action: Attend Regional Education Job Fair at the University of Dayton, Miami University, Wright State University, Central State University and Witten-berg University

Action: Partner with the Ohio 8 Coalition to cre-ate teacher consortium of potential candidates.

1. Assess the number of Math and Science teacher needed in grades 4-9.

2. DBOE approves TFA contract.3. Participate in interviews and selections of can-

didates.4. Offer positions and assign in pairs.5. Assess in December 2013.6. Present future recommendations annually in

January.Action: Align the district’s professional develop-

ment plan to address academic weaknesses, instruc-tional strategies, and common core state standards.

DPS TALENT MANAGEMENT 2013-2015DAYTON PUBLIC SCHOOLS ACADEMIC PLAN

31

Goal 2: Enhance the quality of math and science teachers in the district.

Ensure that all math and science teachers are properly licensed and have a demonstrated track record of success or the potential to be successful in teaching students from an urban environment.

Action: Identify and offer contracts to the highest performing Woodrow Wilson Teaching Fellows in math and science from across the seven institutions in Ohio that are preparing math and science teachers.

1. Consistent with Human Resource employ-ment practices, offer contracts to the highest performing Fellows, April 2013.

2. Host summer orientation and welcoming retreat for Fellows who will be hired into the district, July 2013.

3. Assess Fellows, December 2013 and make recommendation for 2014 annually thereafter.

Action: Identify areas of need where traditional licensure candidates are not available in sufficient numbers and work with Teach for America to identify candidates for employment with Dayton Public Schools.

Goal 3: Invest in principal professional development to strengthen instructional leadership and create a successor plan.

Create a Principals’ Institute which will be developed by the Office of Teaching and Learning and a Senior Principal. The institute will be conducted using research based strategies of effective school leadership.

1. Begin the Institute in the summer of 2012 for existing principals.

2. Continue the Emerging Principals Institute for teacher-leaders aspiring to become principals.

Action: Identify candidates with potential to become principals and provide building-level experi-ences throughout the school year.

DPS TALENT MANAGEMENT 2013-2015DAYTON PUBLIC SCHOOLS ACADEMIC PLAN

32

The Office of Human ResourcesTeacher Staffing Plan

I. Identify by building projected retirees and teaching assignment – December 2013

• Identify high need vacancies in math or science

II. Early issue of letters of intent – January 2014

• Issue commitment letters to highly recommended student teachers• Ongoing issuance to top teacher talent

III. Attend regional education job fairs – February-April 2014

• University of Dayton Education Interview Day • Central State University Career Fair• Miami University Education Job Fair• Wright State University Education Job Fair• Wittenberg University Career Fair• Bowling Green State University Career Fair for Education

IV. Partner with teacher recruiting resources – February 2014

• Woodrow Wilson Fellows Meet and Greet • Teach for America (TFA)• Ohio 8 Coalition• University of Dayton Urban Teacher Academy

33

Dayton Public Schools provides a high-quality education in a safe environment that prepares

our students for success in school, work and life by providing a highly effective trained staff working each day with community resources.

Mission Statement

34

115 South Ludlow StreetDayton, Ohio 45402www.dps.k12.oh.us

937-542-3000

115 South Ludlow StreetDayton, Ohio 45402www.dps.k12.oh.us

937-542-3000

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