BELLAIRE LOCAL SCHOOL DISTRICT

IMPROVEMENT PLAN 2011-2014

June, 2011

(Decision Framework Completed May, 2011)

 

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 2011-2014, 75% of students in all tested grade levels, will score at or above the proficient level in reading as measured by the ohio achievement assessments and the ohio graduation test.

 

Strategy 1a:  implement and monitor established grading/scoring protocols, use of scores, and cfa analysis, K-12, in all core content areas (reading, English/language arts, math, science and social studies), to inform instruction and make decisions relative to a three-tiered model of instructional support. (Robert J. Marzano, Brian McNulty)

 

Baseline Measure

Progress Measure

Progress Measure

Progress Measure

Progress Measure

Adult Implementation Indicator

 

 

Actual Results

 

Actual Results

 

Actual Results

 

Actual Results

100% of K-12 teachers will implement established grading and scoring protocols, and use of the scores, to guide instruction and intervention.

 

 

 

 

 

 

 

 

 

Student Performance Indicator

 

 

 

 

 

 

 

 

 

100% of students will score at least proficient (70% or higher) on grade level cfa in all content areas or demonstrate improvement as a result of intervention.

 

 

 

 

 

 

 

 

 

 

 

 

 

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. Provide resources (including time and personnel) to design guidelines for grading and scoring CFAs.

Meeting agendas for ES, MS, HS

Central Office, Principal

 

 

 

 

 

2. Design guidelines within each building, consistent across disciplines (for example, all core content areas within the building will be consistent – all math will be the same, all social studies the same, etc.) that define the use of CFA scores.

 

Grading, scoring and use of score guidelines for ES, MS, and HS

DLT, Principal, Teacher Representatives

 

 

 

 

 

3.Communicate established guidelines to stakeholders, including staff, students and parents.

Agenda

DLT, Principal, BLT

 

 

 

 

 

4. Implement and monitor the Ohio 5-Step Teacher-Based Team (TBT) process.

 

Common TBT agenda, minutes/notes

DLT, Principal, BLT

 

 

 

 

 

 

 

 

TASKS

TIMELINE

DATE/PROGRESS NOTES

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

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 2011-2014, 75% of students in all tested grade levels, will score at or above the proficient level in reading as measured by the ohio achievement assessments and the ohio graduation test.

Strategies, Indicators and Progress Measures

Strategy 1. B:  Implement writing-to-learn strategies, focusing on summarizing, non-linguistic representations, and notetaking in order to broaden and deepen understanding in all content areas K-12 (reading, English/language arts, math, science, and social studies). (Robert J. marzano, National Council of Teachers of English)

 

Baseline Measure

Progress Measure

Progress Measure

Progress Measure

Progress Measure

Adult Implementation Indicator

 

 

Actual Results

 

Actual Results

 

Actual Results

 

Actual Results

100% of K-12 teachers will implement established lists in writing-to-learn strategies.

 

 

 

 

 

 

 

 

 

Student Performance Indicator

 

 

 

 

 

 

 

 

 

100% of students will score at least proficient (70% or higher) on grade level cfa in all content areas or demonstrate improvement as a result of intervention.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

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. Provide resources and create lists of content area key terms, concepts and vocabulary that cross over more than one content area (for example, English/language arts/social studies, math/science).

Agendas, lists

Central Office, DLT, Teacher Representatives

 

 

 

 

 

 

 

2. Provide resources and create districtwide common lists of vocabulary words for cross-content learning; including test verbs, Bloom’s taxonomy, common content-area key terms, concepts and informational language. 

Agendas, lists

Central Office, DLT, Teacher Representatives

 

 

 

 

 

3. Communicate to stakeholders, including staff, students and parents, the lists established in Actions 1 and 2.

Agenda

DLT, Principals, BLT

 

 

 

 

 

4. Integrate and monitor the lists established in Actions 1 and 2 in writing-to-learn strategies, summarizing, non-linguistic representations, and notetaking.

CFA results, informal and formal observations

DLT, Principals, BLT

 

 

 

 

 

5. Differentiate instruction through implementation of high-yield instructional strategies as defined and explained in The Art and Science of Teaching.

Informal and formal observations

DLT, Principals, BLT

 

 

 

 

 

 


 

 

TASKS

TIMELINE

DATE/PROGRESS NOTES

 

 

 

.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 


 

 

 

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 2011-2014, 75% of students in all tested grade levels, will score at or above the proficient level in Math as measured by the ohio achievement assessments and the ohio graduation test.

Strategies, Indicators and Progress Measures

Strategy 2A :  implement and monitor established grading/scoring protocols, use of scores, and cfa analysis, K-12 , in math, to inform instruction and make decisions relative to a three-tiered model of instructional support. (Robert J. Marzano, Brian McNulty)

 

Baseline Measure

Progress Measure

Progress Measure

Progress Measure

Progress Measure

Adult Implementation Indicator

 

 

Actual Results

 

Actual Results

 

Actual Results

 

Actual Results

100% of K-12 math teachers will implement established grading and scoring protocols, and use of the scores, to guide instruction and intervention.

 

 

 

 

 

 

 

 

 

Student Performance Indicator

 

 

 

 

 

 

 

 

 

100% of students will score at least proficient (70% or higher) on grade level cfa in math or demonstrate improvement as a result of intervention.

 

 

 

 

 

 

 

 

 

 

 

 

 

 


 

 

 

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. Provide resources (including time and personnel) to design guidelines for grading and scoring math CFAs.

Meeting agendas for ES, MS, HS

Central Office, Principal

 

 

 

 

 

2. Design guidelines within each building, consistent across math that define the use of CFA scores.

 

Grading, scoring and use of score guidelines for ES, MS, and HS

DLT, Principal, Teacher Representatives

 

 

 

 

 

3.Communicate established guidelines to stakeholders, including staff, students and parents.

Agenda

DLT, Principal, BLT

 

 

 

 

 

4. Implement and monitor the Ohio 5-Step Teacher-Based Team (TBT) process.

 

Common TBT agenda, minutes/notes

DLT, Principal, BLT

 

 

 

 

 

 

 

 

 

 

 

TASKS

TIMELINE

DATE/PROGRESS NOTES

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

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 2011-2014, 75% of students in all tested grade levels, will score at or above the proficient level in Math as measured by the ohio achievement assessments and the ohio graduation test.

Strategies, Indicators and Progress Measures

2.B :  Implement writing-to-learn strategies, focusing on summarizing, non-liguistic representations, and notetaking, in order to broaden and deepen unsderstanding in math. (Robert J. marzano, National Council of Teachers of English)

 

Baseline Measure

Progress Measure

Progress Measure

Progress Measure

Progress Measure

Adult Implementation Indicator

 

 

Actual Results

 

Actual Results

 

Actual Results

 

Actual Results

100% of K-12 teachers will implement established lists in writing-to-learn strategies in math.

 

 

 

 

 

 

 

 

 

Student Performance Indicator

 

 

 

 

 

 

 

 

 

100% of students will score at least proficient (70% or higher) on grade level cfa in  math or demonstrate improvement as a result of intervention.

 

 

 

 

 

 

 

 

 

 

 

 

 


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. Provide resources and create lists of content area key terms, concepts and vocabulary that cross over more than one content area (for example, English/language arts/math, math/science).

Agendas, lists

Central Office, DLT, Teacher Representatives

 

 

 

 

 

 

 

2. Provide resources and create districtwide common lists of vocabulary words for cross-content learning; including test verbs, Bloom’s taxonomy, common content-area key terms, concepts and informational language. 

Agendas, lists

Central Office, DLT, Teacher Representatives

 

 

 

 

 

3. Communicate to stakeholders, including staff, students and parents, the lists established in Actions 1 and 2.

Agenda

DLT, Principals, BLT

 

 

 

 

 

4. Integrate and monitor the lists established in Actions 1 and 2 in writing-to-learn strategies, summarizing, non-linguistic representations, and notetaking.

CFA results, informal and formal observations

DLT, Principals, BLT

 

 

 

 

 

5. Differentiate instruction through implementation of high-yield instructional strategies as defined and explained in The Art and Science of Teaching.

Informal ad formal observations

DLT, Principals, BLT

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

TASKS

TIMELINE

DATE/PROGRESS NOTES

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 


 

 

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 out-of-school suspension rate districtwide will be reduced at least 10% by 2013- 2014 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

 

 

Actual Results

 

Actual Results

 

Actual Results

 

Actual Results

100% of staff will consistently implement the components of pbs with fidelity.

 

 

 

 

 

 

 

 

 

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.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 


 

 

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. Complete steps on the PBIS Team Implementation Checklist

Checklist results

DLT

 

 

 

 

 

2. Monitor implementation of PBIS monthly at BLT meetings and quarterly at DLT meetings.

Checklist results, BLT agendas, SWIS data

DLT

 

 

 

 

 

3. Monitor each office discipline referral to identify students with 2, 3 or 4 ODRs using SWIS data and provide targeted support

SWIS data

DLT, Principal

 

 

 

 

 

4. Provide support where needed based on review of progress of implementation.

Checklist results, BLT agendas

Central Office, DLT

 

 

 

 

 

 

 

TASKS

TIMELINE

DATE/PROGRESS NOTES

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

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 out-of-school suspension rate districtwide will be reduced at least 10% by 2013- 2014 based on emis data.

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

 

 

Actual Results

 

Actual Results

 

Actual Results

 

Actual Results

100%of adults will use data to identify students needing tertiary behavioral prevention supports. 

 

 

 

 

 

 

 

 

 

Student Performance Indicator

 

 

 

 

 

 

 

 

 

100% of students identified as at-risk at an intensive/tertiary behavioral prevention support level (red) 5 or more ODRs,  will receive individualized assessment, instruction and intervention and identified behaviors will improve. 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

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. Monitor each office discipline referral to identify students with 5 ODRs using SWIS data and provide tertiary support.

SWIS data

DLT, Principal

 

 

 

 

 

 

 

 

 

 

 

 

 

 


 

 

 

 

 

 

TASKS

TIMELINE

DATE/PROGRESS NOTES

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

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.