BELLAIRE LOCAL SCHOOL DISTRICT

SCHOOL IMPROVEMENT PLAN (SIP) 2009-2010

Revised 10/22/09

Smart Goals
Goal 1: Student Performance Content Area: Reading Goal 2: Student Performance Content Area __________ Goal 3: Expectations & Conditions ____________ _ Goal 4: Operational/Cross-content-____________
Goal 1: from 2008-2009 to 2010-2011, reading proficiency for all students, as measured by the ohio achievement test and the ohio graduation test, will increase by 5 percentage points each school year, from our lowest group at 70% to 85% minimum.
Strategy 1a: Implement, monitor and evaluate the use of common formative assessments (cfas), in langauge arts, classrooms, that are standards based with high cognitive demand, focused on identified critical reading indicators in K-12, and using data to make decisions relative to a three-tiered model of instructional support. (Robert J. marzano, timothy Waters, Brian McNulty)
	Baseline Measure	Progress Measure		Progress Measure		Progress Measure		Progress Measure
Adult Implementation Indicator	5/08	6/09	Actual Results	1/10	Actual Results	6/10	Actual Results	6/11	Actual Results
100% of language arts teachers will consistently implement CFAs according to the established administration and scoring/grading protocols.	50%							100%
Student Performance Indicator
100% of students will score proficient or higher on grade level cfas in reading.	Baseline not established							100%

Implementation Details

Action Steps	Monitoring Evidence/Data Sources	Person(s) Responsible/ Group(s)	Implementation Timeline				Resources Needed: Budget/Material/ Technology
			June-Aug.	Sept.-Nov.	Dec.-Feb.	March-May
1. a.1. Implement the Power Educator Project (PEP) in Reading/Language Arts (curriculum maps, common quarterly assessments, and grading rubrics) K-12 districtwide.	Observation documentation, lesson plans, maps, assessment results, administration protocols, rubrics, agendas, rosters	BLT at each school	x	x	x	x
1. a.2. Monitor the implementation with integrity and commitment, in Reading/Language Arts, of PEP K-12 districtwide	Maps, assessment results, administration protocols, rubrics, agendas, rosters	DLT		x	x	x
1.a.3. Evaluate the effectiveness of PEP relative to mastery of grade-level Reading/Language Arts content standards and level of implementation K-12 districtwide, and revise accordingly – institutionalize successful practices and eliminate unsuccessful practices.	Assessment results	DLT				x

TASKS	TIMELINE	DATE/PROGRESS NOTES
Review reading curriculum maps	10/08
Reinforce expectation of implementation of maps with all Reading/Language Arts teachers K-12	10/08
Design common elements to be found in all common formative assessment rubrics	10/08
Pilot grading rubrics in selected classrooms	5/09

Smart Goals
Goal 1: Student Performance Content Area: Reading Goal 2: Student Performance Content Area __________ Goal 3: Expectations & Conditions ____________ _ Goal 4: Operational/Cross-content-____________
Goal 1: from 2008-2009 to 2010-2011, reading proficiency for all students, as measured by the ohio achievement test and the ohio graduation test, will increase by 5 percentage points each school year, from our lowest group at 70% to 85% minimum.
Strategies, Indicators and Progress Measures
Strategy 1. B: Implement, monitor, differentiate based on need, and evaluate use of selected high yield instructioanl strategies to meet the needs of all students K-12 in Language Arts. (Robert Marzano)
	Baseline Measure	Progress Measure		Progress Measure		Progress Measure		Progress Measure
Adult Implementation Indicator	5/08	6/09	Actual Results	1/10	Actual Results	6/10	Actual Results	6/11	Actual Results
100% of language arts teachers will consistently implement and differentiate all 9 of marzano’s high yield instructional strategies.	50%							100%
Student Performance Indicator
100% of students will be proficient in reading on the oat/ogt.	Include here reading proficiency scores for each grade available 5/08							100%

Implementation Details

Action Steps	Monitoring Evidence/Data Sources	Person(s) Responsible/ Group(s)	Implementation Timeline				Resources Needed: Budget/Material/ Technology
			June-Aug.	Sept.-Nov.	Dec.-Feb.	March-May
1. b.1. Implement and differentiate, based on need, selected high yield instructional strategies in Reading/Language Arts K-12 districtwide.	Observation documentation, lesson plans, agendas, rosters, assessment results, grades, retentions, IEPs	BLT at each school	x	x	x	x
1. b.2. Monitor implementation with integrity and commitment, in Reading/Language Arts, of selected high yield instructional strategies K-12 districtwide.	Agendas, rosters, assessment results, grades, retentions, IEPs	DLT		x	x	x
1.b.3. Evaluate effectiveness of high yield instructional strategies relative to mastery of grade-level Reading/Language Arts content standards and level of implementation K-12 districtwide, and revise accordingly – institutionalize successful practices and eliminate unsuccessful practices.	Agendas, rosters, assessment results, grades, retentions, drop out rates, in- and out-of-school suspensions, IEPs	DLT				x

TASKS	TIMELINE	DATE/PROGRESS NOTES
Meet by school and as a district for introduction to Robert Marzano’s high yield instructional strategies and to explain process by which district will implement the strategies K-12.	12/08
Provide professional development of strategies: identifying similarities and differences, summarizing and note taking, reinforcing effort and providing recognition.	12/08
Document observation of implementation of above strategies.	1/09 and 5/09
Provide professional development of strategies: homework and practice, nonliquistic representation, cooperative learning	12/09
Document observation of implementation of above strategies.	1/10 and 5/10

Provide professional development of strategies: setting objectives and providing feedback; generating and testing hypothesis; and questions, cues, and advance organizers	12/10
Document observation of implementation of above strategies.	1/11 and 5/11

Smart Goals
Goal 1: Student Performance Content Area: Goal 2: Student Performance Content Area ___Math_______ Goal 3: Expectations & Conditions ____________ _ Goal 4: Operational/Cross-content-____________
goal 2: From 2008-2009 to 2010-2011, math proficiency for all students, as measured by the ohio achievement test and the ohio graduation test, will increase 6 percentage points each school year, from our lowest.group at 68% to 86% minimum.
Strategies, Indicators and Progress Measures
Strategy 2A: Implement, monitor and evaluate the use of common formative assessments (cfas), IN MATH classrooms, that are standards based with high cognitive demand, focused on identified critical math indicators in K-12, and using data to make decisions relative to a three-tiered model of instructional support. (Robert J. marzano, timothy Waters, Brian McNulty)
	Baseline Measure	Progress Measure		Progress Measure		Progress Measure		Progress Measure
Adult Implementation Indicator	5/08	6/09	Actual Results	1/10	Actual Results	6/10	Actual Results	6/11	Actual Results
100% of math teachers will consistently implement CFAs according to the established administration and scoring/grading protocols.	70%
Student Performance Indicator
100% of students will score proficient or higher on grade level cfas in math.	Baseline not established							100%

Implementation Details

Action Steps	Monitoring Evidence/Data Sources	Person(s) Responsible/ Group(s)	Implementation Timeline				Resources Needed: Budget/Material/ Technology
			June-Aug.	Sept.-Nov.	Dec.-Feb.	March-May
1. a.1. Implement the Power Educator Project (PEP) in Math (curriculum maps, common quarterly assessments, and grading rubrics) K-12 districtwide.	Observation documentation, lesson plans, maps, assessment results, administration protocols, rubrics, agendas, rosters	BLT at each school	x	x	x	x
1. a.2. Monitor the implementation with integrity and commitment, in Math, of PEP K-12 districtwide	Maps, assessment results, administration protocols, rubrics, agendas, rosters	DLT		x	x	x
1.a.3. Evaluate the effectiveness of PEP relative to mastery of grade-level Math content standards and level of implementation K-12 districtwide, and revise accordingly – institutionalize successful practices and eliminate unsuccessful practices.	Assessment results	DLT				x

TASKS	TIMELINE	DATE/PROGRESS NOTES
Review math curriculum maps	10/08
Reinforce expectation of implementation of maps with all Math teachers K-12	10/08
Design common elements to be found in all common formative assessment rubrics	10/08
K-12 teachers meet by grade level/departments at least quarterly to complete a draft of CFAs and grading rubrics in math and submit to PEP administrator for quality assurance	5/09
Pilot grading rubrics in selected classrooms	5/09

Smart Goals
Goal 1: Student Performance Content Area: Goal 2: Student Performance Content Area _Math_________ Goal 3: Expectations & Conditions ____________ _ Goal 4: Operational/Cross-content-____________
Goal 2: From 2008-2009 to 2010-2011, math proficiency for all students, as measured by the ohio achievement test and the ohio graduation test, will increase 6 percentage points each school year, from our lowest.group at 68% to 86% minimum.
Strategies, Indicators and Progress Measures
2.B: Implement, monitor, differentiate based on need, and evaluate use of selected high yield instructional strategies to meet the needs of all students K-12 in math. (Robert Marzano)
	Baseline Measure	Progress Measure		Progress Measure		Progress Measure		Progress Measure
Adult Implementation Indicator	5/08	6/09	Actual Results	1/10	Actual Results	6/10	Actual Results	6/11	Actual Results
100% of math teachers will consistently implement and differentiate all 9 of marzano’s high yield instructional strategies.	50%							100%
Student Performance Indicator
100% of students will be proficient in math on the oat/ogt.	Include here reading proficiency scores for each grade available 5/08							100%

Implementation Details

Action Steps	Monitoring Evidence/Data Sources	Person(s) Responsible/ Group(s)	Implementation Timeline				Resources Needed: Budget/Material/ Technology
			June-Aug.	Sept.-Nov.	Dec.-Feb.	March-May
1. b.1. Implement and differentiate, based on need, selected high yield instructional strategies in Math K-12 districtwide.	Observation documentation, lesson plans, agendas, rosters, assessment results, grades, retentions, IEPs	BLT at each school	x	x	x	x

1. b.2. Monitor implementation with integrity and commitment, in Math, of selected high yield instructional strategies K-12 districtwide.	Agendas, rosters, assessment results, grades, retentions, IEPs	DLT	x	x	x
1.b.3. Evaluate effectiveness of high yield instructional strategies relative to mastery of grade-level Math content standards and level of implementation K-12 districtwide, and revise accordingly – institutionalize successful practices and eliminate unsuccessful practices.	Agendas, rosters, assessment results, grades, drop out rates, in- and out-of-school suspensions, retentions, IEPs	DLT			x

TASKS	TIMELINE	DATE/PROGRESS NOTES
Meet by school and as a district for introduction to Robert Marzano’s high yield instructional strategies and to explain process by which district will implement the strategies K-12.	12/08
Provide professional development of strategies: identifying similarities and differences, summarizing and note taking, reinforcing effort and providing recognition.	12/08
Document observation of implementation of above strategies.	1/09 and 5/09
Provide professional development of strategies: homework and practice, nonlinguistic representation, cooperative learning	12/09
Document observation of implementation of above strategies.	1/10 and 5/10
Provide professional development of strategies: setting objectives and providing feedback; generating and testing hypothesis; and questions, cues, and advance organizers	12/10
Document observation of implementation of above strategies.	1/11 and 5/11

Smart Goals
Goal 1: Student Performance Content Area: Goal 2: Student Performance Content Area __________ Goal 3: Expectations & Conditions ______X______ _ Goal 4: Operational/Cross-content-____________
goal 3: the suspension rate districtwide will be reduced at least 10% by 2010-2011 based on emis data.
Strategies, Indicators and Progress Measures
Strategy 3A: provide high-quality job-embedded professional development in order to implement and monitor components of positive behavior support (PBS) K-12. (George Sugai, Rob Horner, Terry Scott)
	Baseline Measure	Progress Measure		Progress Measure		Progress Measure		Progress Measure
Adult Implementation Indicator	5/08	6/09	Actual Results	1/10	Actual Results	6/10	Actual Results	6/11	Actual Results
100% of staff will consistetnly implement the components of pbs with fidelity as evidenced by an 80/80 on the set.	K-4 staff implements most components of PBS; 5-12 buildings use SWIS component of PBS							100%
Student Performance Indicator
100% of students identified as at-risk at a targeted/secondary behavioral prevention support level (more than 2 odrs) (yellow) will receive additional assessment, instruction and intervention and identified behaviors will improve.	SWIS data available for K-12 students							100%

Implementation Details

Action Steps	Monitoring Evidence/Data Sources	Person(s) Responsible/ Group(s)	Implementation Timeline				Resources Needed: Budget/Material/ Technology
			June-Aug.	Sept.-Nov.	Dec.-Feb.	March-May
3. a.1. Implement PBS components K-12 districtwide.	PBS Survey results, SET, PBS Implementation Checklist, observation documentation	BLT at each school	x	x	x	x
3. a.2. Monitor implementation with integrity and commitment of PBS components K-12 districtwide.	SET SWIS PBS Implementation Checklist, Survey	DLT		x	x	x
3.a.3 Evaluate effectiveness of PBS relative to mastery of grade-level Reading/language Arts and Math content standards, discipline data, and level of implementation and revise accordingly – institutionalize successful practices and eliminate unsuccessful practices.	SET, SWIS, assessment results, grades, retentions, drop out rates, in- and out-of-school suspensions, IEPs	DLT				x

TASKS	TIMELINE	DATE/PROGRESS NOTES
Complete the PBS Survey K-12	9/08
Provide professional development offered by district personnel, statewide principal associations, PBIS, and outside guiding expert (Terry Scott) to personnel
Create timeline for implementation at elementary, middle and high schools	5/09
Provide professional development relative to common definitions of behaviors.	12/09

Smart Goals
Goal 1: Student Performance Content Area: Goal 2: Student Performance Content Area __________ Goal 3: Expectations & Conditions ________x____ _ Goal 4: Operational/Cross-content-____________
goal 3: the suspension rate districtwide will be reduced by at least 10% by 2010-2011.
Strategies, Indicators and Progress Measures
Strategy 3B: Monitor and track data relative to at-risk students to prevent retention and drop out. (George Sugai, Rob Horner, Terry Scott)
	Baseline Measure	Progress Measure		Progress Measure		Progress Measure		Progress Measure
Adult Implementation Indicator	5/08	6/09	Actual Results	1/10	Actual Results	6/10	Actual Results	6/11	Actual Results
100%of adults will use data to identify students needing tertiary behavioral prevention supports.	Administrators monitor data for at-risk students							100%
Student Performance Indicator
100% of students identified as at-risk at an intensive/tertiary behavioral prevention support level (red) will receive individualized assessment, instruction and intervention and identified behaviors will improve.	SWIS in place K-12							100%

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Implementation Details

Action Steps	Monitoring Evidence/Data Sources	Person(s) Responsible/ Group(s)	Implementation Timeline				Resources Needed: Budget/Material/ Technology
			June-Aug.	Sept.-Nov.	Dec.-Feb.	March-May
3. b.1. Implement SWIS K-12 districtwide.	Names of students who need/receive targeted or tertiary support; pyramid/menu of interventions, monthly SWIS data: agendas, rosters, minutes; regularly scheduled IAT: agendas, rosters, minutes; documentation of individual student referrals to and placements in/with specialized services	BLT at each school	x	x	x	x
3. b.2. Monitor implementation with integrity and commitment of SWIS K-12 districtwide.	Quarterly SWIS data, quarterly report of IAT data, documentation of individual student referrals to and placements in/with specialized services	DLT		x	x	x
3.b.3 Evaluate the effectiveness of data review relative to prevention and intervention	SET, SWIS, assessment results, grades, retentions, drop-out rates, in-and out-of school suspensions, IEPs	DLT				x

TASKS	TIMELINE	DATE/PROGRESS NOTES
Create and communicate pyramid/menu of interventions available for schoolwide, targeted and intensive/tertiary support K-12.	5/09
Quarterly, meet with staff to review SWIS data to identify students needing targeted or intensive/tertiary supports.	Ongoing (begin no later than 6/09)
Deliver appropriate support to individual students.	Ongoing

District Communication Approach

What Will Be Communicated: Describe the content of the communication, e.g., completed plan, plan progress, changes or expectations for plan implementation.

To Whom and In What Languages Will It Be Communicated: Specify the audiences, e.g., Building or District Leadership Teams, community members, organizations and/or partners, district or school employees, families, students, Board of Education. Communication should be in the primary language(s) of the audience, e.g., family home language.

When Will It Be Communicated: Specify a date or frequency (e.g., quarterly) with which the communication will occur.

Who Will Be Responsible for Ensuring Communication: Identify the position of the person who will be held accountable for the communication.

How Will It Be Communicated: Specify the means of communication, e.g., print media, internet/intranet, TV & radio, print material, reports, presentations, meetings, CD/DVD, Webinaire.

District Plan Evaluation Process

Purpose(s): Describe the purpose(s) of the evaluation.

Audiences: Specify all the (primary and secondary) audiences of the evaluation.

Questions: Specify questions to be addressed by the evaluation design and data collection methods.

Methods: Describe the evaluation procedures matched to the purpose(s) and questions.

Sample: Specify who will participate in the evaluation. If necessary, a rationale for sample sizes should also be included.

Instrumentation: Describe the evaluation instruments and tools to be used in the evaluation.

Responsibility: Spell out who will be responsible for the various implementation, analysis, and reporting aspects of the evaluation.

Timeline: Define the schedule for implementation, analysis, and reporting of the evaluation.

Resources: Cost out the finances for the evaluation, if necessary.