strongsville city schools ohio improvement process (oip) · back to…graphic, 2013-14, 2014-15,...

Back to…Graphic, 2013-14, 2014-15, 2015-16 2014-2015

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Strongsville City Schools Ohio Improvement Process (OIP)

Data-Based Decision Making

Five-Step Process; Next Generation Assessments; Ohio New Learning Standards (ONLS); Standards-

Based Report Cards (SBRC); Student Growth Measures (SGM)

Literacy throughout the Curriculum

All Day Kindergarten; Balanced Literacy; ELA Common Core State Standards

Differentiated Instruction

Differentiation; Inclusion and Co-Teaching; Instructional Technology;

Positive Behavior Interventions and Supports; Response to Instruction and Intervention;

Textbook/Materials Adoption

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District Leadership Team (DLT) Belief Statements

As the Strongsville City Schools District Leadership Team, we are committed to understanding, educating, and meeting the needs of all students. Based upon this commitment, the following belief statements serve as guidance for the collaborative work of our district. Shared leadership and collaborative problem-solving between students, staff, teachers, administration,

parents and the community are essential to the improvement process. Data-based decisions are integral to the implementation of evidence-based practices in the classroom. A holistic, creative approach to teaching and learning supports the needs of the whole child. School should be enjoyable for students; learning should be engaging, exciting and fun for students.

Students learn best when they are active learners. All students have the right to access innovative, high quality instruction in the general education

classroom. Students are individuals and have individual learning needs. All students can achieve and grow.

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Ohio Improvement Process (OIP) District Implementation and Monitoring Plan

Goal One Focus: Data-Based Decision Making

Goal One Statement (G1): We will use data to drive instruction to increase student achievement and growth.

Goal One/Strategy One Focus: Ohio New Learning Standards (ONLS) Transition

Goal One/Strategy One Statement (G1.S1): By 2016, we will implement with consistency and fidelity the Ohio New Learning Standards by subject/grade-level and course with rigor to support data-based

decision making.

Action Steps Data Sources/ Evidence of Attainment

Persons/ Groups Responsible Timeline Progress Monitoring

1. (G1.S1.1) Develop district-wide curriculum maps and pacing guides by subject/grade-level and course.

Completed systematic/ systemic curriculum maps and pacing guides being housed in an accessible location for teacher and

parent use.

Director of Curriculum/ Building Principals/ Preschool Director

Elementary-Secondary CL/ Teacher Leaders

October 2013 – May 2015

All completed with the exception of K-8 ELA and social studies; Erin to check on finalization of the secondary maps. Preschool

still needs to complete ELA, science, and social studies.

2. (G1.S1.2) Establish a professional development plan for grades PreK-6 to align Everyday Mathematics with the Common Core State Standards. Everyday Mathematics

implemented by grade-level with fidelity based upon

district plan resulting in an increase of test scores above

April 2013 baseline data.

Assistant Superintendent/ Director of Curriculum/

Building Principals/ Preschool Director/

Elementary CL/ PreK-6 Teachers

October 2013 – October 2014

From April 2013 to April 2014, OAA results increased in

mathematics by 7.82% (3rd), 10.97% (4th), 6.4% (5th) and

0.65% (6th).

Curriculum maps are still needed for second semester in some

grade-levels. Discuss options for moving away from EDM in 6th

grade. Review grade-levels and refine as needed.

3. (G1.S1.3) Implement a plan of transition for social studies and science to shift content and materials from 2001 standards to the Ohio New Learning Standards for grades PreK-12.

Completed systematic/ systemic transition plan with aligned materials for Social Studies and Science, grades

PreK-12.

Director of Curriculum/ Building Principals/ Preschool Director/


November 2013 – November 2014

Social studies K-8 will be initiated Summer 2014.

4. (G1.S1.4) Vertically align district-wide curriculum maps and pacing guides by subject/grade-level and course to ensure career/college readiness.

Completed systematic/ systemic curriculum maps and pacing guides that are

vertically aligned.

Director of Curriculum/ Building Principals/ Preschool Director/


January 2015 – May 2015

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Goal One/Strategy Two Focus : Five-Step Process

Goal One/Strategy Two Statement (G1.S2): By 2016, we will implement with consistency and fidelity the Five-Step Process (Step One: Collect/Chart Assessment Data; Step Two: Analyze Student Work; Step

Three: Instructional Strategies; Step Four: Implement Changes; Step Five: Analyze Post-Assessment Data) through the DLT, BLT and TBT to support data-based decision making.



1. (G1.S2.1) Develop a district calendar for DLT and BLT yearly meetings, expectations and communication structures between the DLT, BLT and TBT.

Completed district calendar; submission of completed

five-step templates to document meetings.

DLT – SC (calendar)/ DLT, BLT, TBT

(five-step process)

October 2013; August 2014; August 2015

2. (G1.S2.2) Develop a district-wide five-step process documentation form/agenda for DLT, BLT and TBT. Completed five-step process

template. DLT - SC November 2013 Completed

3. (G1.S2.3) Implement professional development/training for the DLT on the Five-step process, focused on steps related to data collection and analysis.

Completed examples of the five-step process template for

the DLT, Completed DLT rubric and data analysis.


DLT - SC December 2014 Completed

4. (G1.S2.4) Implement professional development/training for the BLT on the Five-step process, focused on steps related to data collection and analysis.


the BLT, Completed BLT rubric and data analysis.

DLT Building Membership/ Assigned COLT member February 2014 Completed

5. (G1.S2.5) Implement professional development/training for the TBT on the Five-step process, focused on steps related to data collection and analysis.


the TBT, Completed TBT rubric and data analysis.

BLT Member Representative April 2014 (K-8); May 2014 (SHS)

October 2014

Need to work through possible additional PD on the

TBT process

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6. (G1.S2.6) Implement a secure electronic data management system (i.e. cloud-based) for data documentation, communication and storage.

Data management system is in place and being utilized

DLT – SC/ Technology Department

May 2014 – October 2014

Use of Public School Works, as well as transitioning all

forms to Google Apps.

Work on developing a folder system for sharing BLT

documents by building and by month.

7. (G1.S2.7) Develop and implement a data-collection example applicable to all levels to assess the implemented five-step process.

DLT analysis of the action research and the fidelity of

the five-step process.

DLT (analysis)/ BLT and TBT

(process implementation)

September 2014 – October 2014 Completed

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Goal One/Strategy Three Focus: Student Growth Measures

Goal One/Strategy Three Statement (G1.S3): By 2016, we will implement with consistency and fidelity valid and reliable assessments related to Student Learning Objectives (SLO’s) to support data-based

decision making.



1. (G1.S3.1) Create a user-friendly teacher guidance document for the Rate of Improvement (ROI) for AIMSweb growth measure for K-3.

ROI document completed and distributed to applicable

teachers. Coord. of RtI-Assessment October 2013

Completed. Evaluated the use of ROI and will not use for the

2014-15 school year.

2. (G1.S3.2) Finalize SLO Grading Template with instruction sheet for SLO assessment data collection.

Finalized SLO grading template with graphing

capability and correlating instruction sheet.

Assistant Superintendent/ Evaluation Review

Committee

November 2013

August 2014

Template is completed for 2014-15 SLO’s.

3. (G1.S3.3) Develop and implement a professional development plan for assessment literacy. Focused three-year plan

resulting in assessments aligned to the parameters of

the assessment guidance documents.



August 2014 – May 2015

SLO teacher leaders trained in SLO Assessment blueprint

and checklist.

August 15th PD on topic; review resource kit that was purchased and how they can

be used with principals. 4. (G1.S3.4) Use collected SLO assessment data to analyze

assessment validity and reliability and make assessment improvements as necessary.

SLO assessments implemented are valid and

reliable based upon completed assessment

blueprint and assessment checklist.

Elementary-Secondary CL/ DLT/BLT/TBT

May 2015 – September 2015

PD on assessment development needs to precede

analysis for reliability and validity.

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5. (G1.S3.5) Improve the accuracy of SLO growth targets through the analysis of baseline data.

Established baseline/trend data for each developed SLO.

Assistant Superintendent/ Evaluation Review

Committee/ Elementary-Secondary CL/

Teacher Leaders

May 2014 – September 2014

Completed. Based on analysis of May 2014 SLO

data, the district developed a consistent growth target for

2014-15 school year (30% of 100).

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Goal One/Strategy Four Focus: Next Generation Assessments

Goal One/Strategy Four Statement (G1.S4): By 2016, we will implement with consistency and fidelity systemic instruction in computer-based assessment skills and assessment rigor to prepare students for Next

Generation Assessments to support data-based decision making.



1. (G1.S4.1) Analyze sample questions at the building and teacher level to build a shared understanding of assessment rigor. Implemented assessment

aligned to the rigor of NGA’s based on developed assessment guidance

documents.

Director of Curriculum

April 2014 (exposure)

August 2014 – May 2015 (alignment)

NGAs were piloted in all buildings, assessment rigor included in mapping PD, teachers given access to

online resources.

Alignment of classroom instruction and assessments to

the rigor of NGAs is still in progress.

2. (G1.S4.2) Develop scope and sequence for instructing students on computer skills necessary to navigate computer-based assessments.

Completion of scope and sequence document

Director of Curriculum/ Technology Teachers/

Media Specialists/ Supervisor of IT

January 2014 – September 2014

A draft has been completed and needs to be finalized.

3. (G1.S4.3) Implement an instructional system whereby students can develop computer-based skills (i.e. Chromebooks, keyboarding, word processing functions) through explicit instruction, as well as through integration into classroom instruction.

Teachers have a working knowledge of the

scope/sequence through the integration of technology into

the curriculum.

Grades PreK-12 Teachers/ Elementary-Secondary CL/

Media Specialists/ Supervisor of IT

May 2014 – October 2014

Chromebooks implemented in K-8.

Need to focus on the

implementation and explicit instruction of necessary skills.

4. (G1.S4.4) Expand opportunities for students to take assessments in a computer-based format.

Collect baseline data on current implementation of

computer-based assessment and compare to summary

survey results.

Director of Curriculum/ Elementary-Secondary CL/

Grades K-12 Teachers/ Supervisor of IT

September 2014 – September 2015

NGAs piloted in some buildings. Quia is being used

at the middle school.

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Goal One/Strategy Five Focus: Standards-Based Report Card (K-5)

Goal One/Strategy Five Statement (G1.S5): By 2016, we will implement with consistency and fidelity a standards-based report card in grades PreK-5 to support data-based decision making.



1. (G1.S5.1) Transition the current standards-based report card in grades PreK-5 to the Ohio New Learning Standards in all content areas.

Standards-based report cards finalized based on the Ohio

New Learning Standards

Assistant Superintendent/ Building Principals/ Preschool Director/

Elementary CL/ PreK-5 Grade-Level Teams

October 2013 – January 2014 Completed

2. (G1.S5.2) Implement a consistent standards-based grading system (i.e. calculation of quarterly grade) in grades PreK-5. All PowerSchool setting for

calculating quarterly grades will be consistent for all

PreK-5 teachers.



March 2014 – May 2014

Completed. Needs to be communicated to teachers.

Need to look at EDM in relation to the spiral.

3. (G1.S5.3) Develop a standards-based PreK-5 report card rubric aligned to content statements to develop a shared understanding of mastery.

Rubric finalized related to the developed standards-based

report cards.



September 2014 – June 2015

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Goal Two Focus: Differentiated Instruction

Goal Two Statement (G2): We will differentiate instruction to increase student achievement and growth.

Goal Two/Strategy One Focus: Differentiation

Goal Two/Strategy One Statement (G2.S1): By 2016, we will implement with consistency and fidelity effective instruction that advances the learning of each individual student through a system of

differentiated instruction.



1. (G2.S1.1) Develop a shared belief statement and definition (operationalized) of differentiated instruction for our district. Belief statement and

operationalized definition completed and distributed.

Director of Curriculum/ Director of Pupil Services/



November 2013 Completed through January 2014 professional development.

2. (G2.S1.2) Develop and implement a professional development plan for differentiation. Focused three-year plan

resulting in implementation of differentiation to the

parameters of the district philosophy.


Director of Pupil Services/ Building Principals/ Preschool Director/


September 2014 – December 2014

Introduction completed in January 2014 professional

development.

November 4, 2014 PD will focus on differentiation, as well as self-selected options throughout the

2014-15 school year.

3. (G2.S1.3) Use assessment data about students and their learning to develop lesson plans, activities and related materials to deliver instruction to close achievement gaps. Implement instructional approaches (i.e. independent, collaborative, and whole group) and options to develop independent learners and complex problem-solvers.

Inclusion of differentiation strategies as documented in lesson plans documenting, OTES walkthrough/rubric




November 2014 – May 2016

Need to develop a system to progress monitor.

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Goal Two/Strategy Two Focus: Instructional Technology

Goal Two/Strategy Two Statement (G2.S2): By 2016, we will integrate technology into our instructional practices with consistency and fidelity to support differentiated instruction.



1. (G2.S2.1) Utilize the teachers at each building to share their use of instructional technology to build capacity.

Building meeting agendas and district sponsored

professional development.

Assistant Superintendent/ Director of Curriculum/ Technology Department/


Elementary-Secondary CL/ Technology Committee

October 2013 – June 2016

Being implemented at the building level.

2. (G2.S2.2) Create a technology survey to assess staff technology needs. Survey created, disseminated

and results analyzed.

Technology Department/ Building Principals/ Preschool Director/

Technology Committee

August 2014 – October 2014

Work to be completed through Blue Technologies

Audit

3. (G2.S2.3) Audit computer software package/classroom technology and implement a consistent platform for all staff computers throughout the district. All staff computers have the

same software package. Technology Department

August 2014 – October 2014 (audit);

October 2014 (implement)

Audit to be initiated through Blue Technologies Audit

Implementation on hold

pending the recommendations from the audit

4. (G2.S2.4) Research the potential implementation of a virtual and/or blended learning platform. Compiled research with a

feasibility summary and associated timeline for

implementation.

Director of Curriculum/ Technology Department/

Building Principals/ Technology Committee/

Supervisor of IT

March 2015

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5. (G2.S2.5) Implement professional development instructional technology.

Professional Development plans documenting a focus on

instructional technology.

Assistant Superintendent/ Director of Curriculum/ Technology Department/


Technology Committee/ Supervisor of IT


See Vicki’s summer PD schedule. PD will be ongoing

throughout the life of the plan.

6. (G2.S2.6) Develop and implement a Bring Your Own Device (BYOD) policy district-wide.

BYOD Policy adopted by the Board of Education and students using personal

devices at school.

Superintendent/ Assistant Superintendent/ Director of Curriculum/

Director of Pupil Services Technology Department/


Technology Committee

November 2014 – December 2014 (develop);

August 2015 (implement)

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Goal Two/Strategy Three Focus: Inclusion and Co-Teaching

Goal Two/Strategy Three Statement (G2.S3): By 2016, we will implement with consistency and fidelity inclusion/co-teaching throughout all buildings to support differentiated instruction.



1. (G2.S3.1) Develop a shared belief statement and definition (operationalize) of inclusion/co-teaching for our district. Belief statement and

operationalized definition completed and distributed.


Preschool Director/ Building Principals/

EASE Team

April 2015

2. (G2.S3.2) Analyze staffing (certified and classified) and master schedule (classes and collaboration time) needs in relation to our district belief statement and definition of inclusion and co-teaching.

Staffing levels and master schedules allow for implementation of

inclusion/co-teaching philosophy and professional

development plan.


Director of Pupil Services/ Building Principals/

EASE Team

March 2014 – May 2014

April 2015; April 2016

In process, need to explore buildings and level of

implementation across the district.

3. (G2.S3.3) Review data to increase the percentage of students receiving content area instruction in the general education classroom.

Increase of 10% annually documented above baseline

EMIS data collected in 2013-14.


School Psychologists EASE Team

April 2014; April 2015; April 2016

For the 2012-13 school year, 58.70% of students were

served in the general education classroom for 80%

or more of the school day. 4. (G2.S3.4) Develop and implement a professional

development plan for inclusion and co-teaching. Focused three-year plan

resulting in implementation of inclusion/co-teaching to

the parameters of the district philosophy.



Elementary CL/ EASE Team


Correlates to the differentiation PD; self-

selected PD throughout the 2014-15 school year.

Look at opportunities for co-taught teams to receive PD

outside of the district with no prior training.

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Goal Two/Strategy Four Focus: Response to Instruction and Intervention (RtII)

Goal Two/Strategy Four Statement (G2.S4): By 2016, we will implement with consistency and fidelity the Response to Instruction and Intervention (RtII) process throughout all buildings to support

differentiated instruction.



1. (G2.S4.1) Provide professional development in formative assessment grades K-3 and formative instructional practices to enhance Tier I instruction. (embedded in other content areas)

Documentation of continuous and embedded professional development in formative assessment/practices and

documentation of implementation per OTES

documentation forms


Building Principals/ Preschool Director/ Teacher Leaders/ Elementary CL/ Title-I Teachers

October 2013 Completed

2. (G2.S4.2) Develop a shared belief statement and definition (operationalized) and a web-based repository of Response to Instruction and Intervention (RtII) for our district. Belief statement and

operationalized definition completed, distributed and web-based resource live.



Elementary-Secondary CL/ Teacher Leaders/ Supervisor of IT

October 2015 (belief statement)


(repository)

3. (G2.S4.3) Develop and implement a systemic plan for Tier II and Tier III interventions district-wide.

Finalized intervention plan with related materials and

documentation of interventions taking place

during an intervention/enrichment period (K-8) or content

labs/teacher duty period (9-12).

Director of Pupil Services/ Director of Curriculum/


School Psychologists/ Teacher Leaders/

Elementary-Secondary CL/ Title-I Teachers


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4. (G2.S4.4) Integrate an intervention/enrichment period into the schedule for PreK-8 teachers with training in the implementation of Tier II and Tier III evidenced-based strategies.

Documentation of training in Tier II and Tier III evidenced-based strategies, I/E built into

the daily schedule, and interventions documented on

TBT Five-Step Process forms.



Elementary CL/ Grades PreK-12 Teachers

September 2015 – June 2016 I/E period in the master

schedule for 2013-14 for FDK-8.

5. (G2.S4.5) Develop and implement common assessments and analyze the resulting data to make strategic instructional decisions.

A minimum of quarterly common assessments will be developed and implemented with instructional changes being documented on TBT Five-Step Process forms.



Elementary-Secondary CL/ Grades PreK-12 Teachers

November 2014 – June 2016

6. (G2.S4.6) Meet five times a year to review AIMSweb data with school psychologist/principal to make strategic instructional decisions.

RttI forms completed for every student and updated five times throughout each

school year.

Building Principals/ School Psychologists/

Elementary CL/ Grades K-6 Teachers

Annually in September, November, January, March,

May

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Goal Two/Strategy Five Focus: Positive Behavior Intervention and Supports (PBIS)

Goal Two/Strategy Five Statement (G2.S5): By 2016, we will implement with consistency and fidelity Positive Behavior Intervention and Supports (PBIS) to support differentiated instruction.



1. (G2.S5.1) Provide PBIS cohort training to representatives from each district building. All eleven schools have

training PBIS teams.


Building Principals/ Preschool Director/ PBIS Committee

October 2013 – March 2014 Completed

2. (G2.S5.2) Train administrators on Public School Works capabilities for PBIS data collection and analysis. Public School Works training

provided

Assistant Superintendent/ Technology Department/

Building Principals August 2014

Evaluated multiple data collection instruments

throughout 2013-14 and will purchase PSW.

3. (G2.S5.3) Complete and distribute a needs assessment (community and schools) regarding PBIS plan. Needs assessment created,

disseminated and results analyzed.


Building Principals/ PBIS Committee

November 2014

4. (G2.S5.4) Based on the training provided and needs assessment results, develop clear building-wide expectations for student behavior (i.e. three to five expectations, the “Mustang Way”).

PBIS expectations developed, distributed and communicated

in all district buildings.



May 2014 – January 2015

Need to get progress update from principals

5. (G2.S5.5) Share and model evidenced-based strategies related to PBIS for all tiers of instruction.

Resource (i.e. electronic or hard copy) of evidenced-

based strategies developed and documentation log of

classroom professional development and modeling.



January 2015 – June 2016 (Tier I)

June 2016 (Tier II/III)

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Goal Two/Strategy Six Focus: Textbook/Materials Adoption

Goal Two/Strategy Six Statement (G2.S6): By 2016, we will implement with consistency and fidelity a systemic textbook review and adoption schedule throughout all buildings to support differentiated

instruction.



1. (G2.S6.1) Inventory textbooks currently in use by subject/grade-level and course. Accurate textbook inventory

completed. Director of Curriculum January 2014 Completed

2. (G2.S6.2) Implement a five-year district textbook review/adoption schedule as related to the needs precipitated by goal one/strategy three. Five-year district textbook

review/adoption schedule completed and implemented.




August 2014 – June 2015

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Goal Three Focus: Literacy throughout the Curriculum

Goal Three Statement (G3): We will integrate literacy throughout the curriculum to increase student achievement and growth.

Goal Three/Strategy One Focus: Balanced Literacy

Goal Three/Strategy One Statement (G3.S1): By 2016, we will integrate with consistency and fidelity a balanced literacy approach to English Language Arts instruction in all elementary buildings across grades

PreK-6 to support literacy throughout the curriculum.



1. (G3.S1.1) Develop a common understanding of balanced literacy across grades PreK-6.

Resource documents developed and shared via professional development time and/or grade-level

meetings.

Director of Curriculum/ Elementary Principals/

Preschool Director/ Elementary CL/ ELA Committee

December 2013

September 2014 (Preschool)

Completed for K-6, preschool in progress.

2. (G3.S1.2) Establish expectations of roles and responsibilities of staff in delivering a balanced literacy program.

Resource documents developed and shared via professional development time and/or grade-level

meetings.



December 2013 – June 2015

Initial guided reading training provided in Spring 2014.

3. (G3.S1.3) Provide ongoing embedded professional development for balanced literacy programs. Documentation on

Professional Development schedule.



February 2014 – June 2015

Initial guided reading training provided in Spring 2014.

Self-selected PD throughout the year; exploring the Daily

Five. 4. (G3.S1.4) Define for teachers spelling and vocabulary

instruction resources/programs (i.e. Fundations, Words Their Way, Wordly Wise, Harcourt) and develop implementation guidelines for explicit spelling and vocabulary instruction by grade-level and/or student need.

Implementation of a consistent K-6 spelling and

vocabulary program of instruction.

Assistant Superintendent/ Director of Curriculum/ Elementary Principals/

Elementary CL/ ELA Committee

April 2014 Completed

5. (G3.S1.5) Develop implementation guidelines for explicit writing instruction and the integration of the Traits Writing program in grades K-6.

Implementation of Traits Writing as the consistent K-6

writing program of instruction.


Elementary CL/ ELA Committee

April 2014 – June 2015

Expectations for writing instruction shared, yet need to

focus on implementation. Relate to PD in G3.S1.3.

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6. (G3.S1.6) Ensure the use and implementation of the district-wide balanced literacy program. Documentation form

developed and used to complete classroom audits.



January 2015 – June 2016

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Goal Three/Strategy Two Focus: English Language Arts Common Core State Standards

Goal Three/Strategy Two Statement (G3.S2): By 2016, we will integrate with consistency and fidelity literacy throughout the curriculum by integrating the English Language Arts Common Core State Standards

(ELA CCSS) into content area instruction in grades 6-12 to support literacy throughout the curriculum.



1. (G3.S2.1) Provide all teachers of grades 6-12 with the ELA CCSS related to non-ELA courses. ELA CCSS distributed (i.e.

electronically or hard copy) to all grades 6-12 teachers.

Director of Curriculum/ Secondary Principals/ Department Chairs/

Secondary CL/ Team Leaders

November 2013 Completed

2. (G3.S2.2) Implement grades 6-12 ELA CCSS district-wide in all non-ELA courses. Lesson plans reflecting ELA

CCSS implementation.

Secondary Principals/ Department Chairs/

Team Leaders/ Secondary CL/

Secondary Teachers

January 2014 – June 2016

Need to verify with building principals

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Goal Three/Strategy Three Focus: All-Day Kindergarten

Goal Three/Strategy Three Statement (G3.S3): By 2016, we implement an all-day kindergarten program with consistency and fidelity to enhance the early literacy development of our kindergarten students.



1. (G3.S3.1) Survey community on interest in all-day kindergarten program and analyze data for program planning purposes. Survey created, disseminated

and results analyzed.

Superintendent/ Assistant Superintendent/ Director of Curriculum/ Direct of Pupil Services

Principal of Kindergarten/ Elementary CL/

Kindergarten Teachers

October 2013 Completed

2. (G3.S3.2) Develop financial components for the all-day kindergarten program: fees, payment structure, and minimum student enrollment.

Tuition structure of all-day kindergarten finalized and communicated to parents.


Principal of Kindergarten/ Elementary CL

October 2013 – December 2013 Completed

3. (G3.S3.3) Send building teams to area school districts to research the successful implementation of all-day kindergarten programs.

Kindergarten teams sent to two or more local programs with a summary completed

for each visit.



Kindergarten Teachers

November 2013 – December 2013 Completed

4. (G3.S3.4) Establish timelines for parents expressing interest, down payments, lottery or student selection, and finalization of class lists/building assignments.

Registration and payment deadlines for all-day

kindergarten finalized and communicated to parents.


Director of Pupil Services/ Principal of Kindergarten/

Elementary CL/

December 2013 – January 2014 Completed

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5. (G3.S3.5) Determine buildings that will offer all-day kindergarten. Building selection for all-day

kindergarten finalized and communicated to parents.



Custodians

January 2014 Completed

6. (G3.S3.6) Complete a curriculum/materials audit, provide kindergarten teachers with the resources necessary to implement an all-day kindergarten program and finalize grade reporting structure for kindergarten.

Curriculum/Materials finalized and in place for the start of all-day kindergarten.

Director of Curriculum/ Principal of Kindergarten/

Elementary CL/ PreK/K Teachers

March 2014 – May 2014 Completed

7. (G3.S3.7) Analyze the impact of all-day kindergarten on staffing and building needs; kindergarten teachers; special area teachers; lunch/recess schedule.

Staffing scheduling needs finalized and in place for the start of all-day kindergarten.

Superintendent/ Assistant Superintendent/

Elementary Principals/ Elementary CL/

April 2014 Completed

8. (G3.S3.8) Assess the impact of half-day and all-day kindergarten on first grade readiness.

Common assessments developed to assess impact of

program length on student learning and growth.

Director of Curriculum/ Elementary CL/ Principal of K-1/

K-1 Teachers

August 2015; June 2016

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Ohio Improvement Process (OIP) District Implementation Calendar

2013-14

Data Results for 2013-14 October 2013 November 2013 Data-Based Differentiation Literacy Data-Based Differentiation Literacy

Green 38%

(46/121)

Blue 31%

(37/121)

Yellow 19%

(23/121)

Red 12%

(15/121)

G1.S1.1 G1.S1.2 G1.S2.1 G1.S3.1 G1.S5.1

G2.S2.1 G2.S4.1 G2.S5.1

G3.S3.1 G3.S3.2

G1.S1.1 G1.S1.2 G1.S1.3 G1.S2.2 G1.S3.2 G1.S5.1

G2.S1.1 G2.S2.1 G2.S3.1 G2.S4.6 G2.S5.1

G3.S2.1 G3.S3.2 G3.S3.3

December 2013 January 2014 February 2014 March 2014 Data-Based Differentiation Literacy Data-Based Differentiation Literacy Data-Based Differentiation Literacy Data-Based Differentiation Literacy

G1.S1.1 G1.S1.2 G1.S1.3 G1.S5.1 G1.S2.3

G2.S2.1 G2.S5.1 G2.S5.2

G3.S1.1 G3.S1.2 G3.S3.2 G3.S3.3 G3.S3.4

G1.S1.1 G1.S1.2 G1.S1.3 G1.S4.2 G1.S5.1

G2.S2.1 G2.S4.6 G2.S5.1 G2.S6.1

G3.S2.2 G3.S3.4 G3.S3.5

G1.S1.1 G1.S1.2 G1.S1.3 G1.S2.4 G1.S3.3 G1.S4.2

G2.S2.1 G2.S4.3 G2.S5.1

G3.S1.3 G3.S2.2

G1.S1.1 G1.S1.2 G1.S1.3 G1.S5.2

G2.S2.1 G2.S2.2 G2.S2.3 G2.S3.2 G2.S4.3 G2.S4.6 G2.S5.1 G2.S6.2

G3.S2.2 G3.S3.6

April 2014 May 2014 June 2014 July 2014 Data-Based Differentiation Literacy Data-Based Differentiation Literacy Data-Based Differentiation Literacy Data-Based Differentiation Literacy

G1.S1.1 G1.S1.2 G1.S4.1 G1.S5.2 G1.S2.5

G2.S2.1 G2.S3.2 G2.S3.3 G2.S4.3 G2.S5.3

G3.S1.4 G3.S1.5 G3.S2.2 G3.S3.6 G3.S3.7


G2.S2.1 G2.S3.2 G2.S4.6 G2.S5.4

G3.S2.2 G3.S3.6

G1.S1.1 G1.S2.6 G1.S3.4 G1.S3.5 G1.S4.3

G2.S2.1 G2.S4.3 G2.S5.4

G3.S2.2

G1.S1.1 G1.S2.6 G1.S3.4 G1.S3.5 G1.S4.3

G2.S2.1 G2.S4.3 G2.S5.4

G3.S2.2

Color Coding System: Completed Completed/Sustained In Progress Not Started

Back to…Graphic, 2013-14, 2014-15, 2015-16 2014-2015

24


2014-15

August 2014 September 2014 October 2014 November 2014 Data-Based Differentiation Literacy Data-Based Differentiation Literacy Data-Based Differentiation Literacy Data-Based Differentiation Literacy

G1.S1.1 G1.S1.2 G1.S1.3 G1.S2.1 G1.S2.6 G1.S3.2 G1.S3.3 G1.S3.5 G1.S4.1 G1.S4.2 G1.S4.3

G2.S2.1 G2.S2.2 G2.S2.3 G2.S5.2 G2.S5.4 G2.S6.2

G3.S1.2 G3.S1.3 G3.S1.5 G3.S2.2

G1.S1.1 G1.S1.2 G1.S1.3 G1.S2.6 G1.S2.7 G1.S3.1 G1.S3.5 G1.S4.1 G1.S4.2 G1.S4.3 G1.S4.4 G1.S5.3

G2.S1.2 G2.S2.1 G2.S2.2 G2.S2.3 G2.S2.5 G2.S3.4 G2.S4.2 G2.S4.6 G2.S6.2

G3.S1.1 G3.S1.2 G3.S1.3 G3.S1.5 G3.S2.2



G3.S1.2 G3.S1.3 G3.S1.5 G3.S2.2

G1.S1.1 G1.S1.3 G1.S3.3 G1.S4.1 G1.S4.4 G1.S5.3

G2.S1.2 G2.S1.3 G2.S2.1 G2.S2.5 G2.S2.6 G2.S3.4 G2.S4.2 G2.S4.5 G2.S4.6 G2.S5.3 G2.S5.4 G2.S6.2

G3.S1.2 G3.S1.3 G3.S1.5 G3.S2.2


G1.S1.1 G1.S3.3 G1.S4.1 G1.S4.4 G1.S5.3

G2.S1.2 G2.S1.3 G2.S2.1 G2.S2.5 G2.S2.6 G2.S3.4 G2.S4.2 G2.S4.5 G2.S5.4 G2.S6.2

G3.S1.2 G3.S1.3 G3.S1.5 G3.S2.2

G1.S1.1 G1.S1.4 G1.S3.3 G1.S4.1 G1.S4.4 G1.S5.3


G3.S1.2 G3.S1.3 G3.S1.5 G3.S1.6 G3.S2.2

G1.S1.1 G1.S1.4 G1.S3.3 G1.S4.1 G1.S4.4 G1.S5.3


G3.S1.2 G3.S1.3 G3.S1.5 G3.S1.6 G3.S2.2

G1.S1.1 G1.S1.4 G1.S3.3 G1.S4.1 G1.S4.4 G1.S5.3


G3.S1.2 G3.S1.3 G3.S1.5 G3.S1.6 G3.S2.2


G1.S1.1 G1.S1.4 G1.S3.3 G1.S4.1 G1.S4.4 G1.S5.3


G3.S1.2 G3.S1.3 G3.S1.5 G3.S1.6 G3.S2.2

G1.S1.1 G1.S1.4 G1.S3.3 G1.S3.4 G1.S4.1 G1.S4.4 G1.S5.3


G3.S1.2 G3.S1.3 G3.S1.5 G3.S1.6 G3.S2.2

G1.S3.4 G1.S4.4 G1.S5.3


G3.S1.2 G3.S1.3 G3.S1.5 G3.S1.6 G3.S2.2

G1.S3.4 G1.S4.4

G2.S1.3 G2.S2.1 G2.S2.5 G2.S3.4 G2.S4.2 G2.S4.5

G3.S1.6 G3.S2.2


Back to…Graphic, 2013-14, 2014-15, 2015-16 2014-2015

25


2015-16

August 2015 September 2015 October 2015 November 2015 Data-Based Differentiation Literacy Data-Based Differentiation Literacy Data-Based Differentiation Literacy Data-Based Differentiation Literacy

G1.S2.1 G1.S3.4 G1.S4.4


G3.S1.6 G3.S2.2 G3.S3.8

G1.S3.4 G1.S4.4


G3.S1.6 G3.S2.2


G3.S1.6 G3.S2.2


G3.S1.6 G3.S2.2



G3.S1.6 G3.S2.2


G3.S1.6 G3.S2.2


G3.S1.6 G3.S2.2


G3.S1.6 G3.S2.2



G3.S1.6 G3.S2.2


G3.S1.6 G3.S2.2


G3.S1.6 G3.S2.2 G3.S3.8


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