Scope of Work - Marysville Schools by 98w4iY

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                   LEA Scope of Work
       LEA Name:                                 Marysville Exempted Village
       LEA IRN:                                            045476
       LEA Contact:                                    Gregg Stubbs

The purpose of this agreement is to establish a framework of collaboration in the development of the LEA Final
Scope of Work. Checking this box certifies the acceptance of the Final Scope of Work document by the LEA
superintendent and teachers’ union president (if applicable). Each LEA assures that the superintendent and
teachers’ union president (if applicable) have signed the Final Scope of Work agreement, which is on file at the
LEA and available upon request. X
Ohio has a vibrant history of setting ambitious but achievable goals in the face of daunting challenges. From the Underground Railroad to
space exploration, Ohio has pursued its future with courage, fortitude and intelligence. Ohio is once again at the forefront of innovation.
Together, we are transforming our state’s education system. We are now front and center in the national spotlight poised to deepen our work
through our Race to theTop strategy.

This is an exhilarating moment, and the Ohio Department of Education is proud to be partners in the complex but meaningful work with
your districts and community schools. The ultimate success of Ohio’s Race to the Top strategy lies within the leadership of our participating
districts and schools. Race to the Top is a strategy for the entire state, but each of you will drive the change which will propel our work to
the next level.

While we have a great opportunity, we also realize that this is no small challenge and the clock is ticking. Ohio’s children cannot wait and
we must act boldly now. Over the next four years, our goals are to reduce achievement gaps, increase high school graduation rates, and
increase college enrollment. Specifically, we aspire to:

      Increase high school graduation rates by .5% per year
      Reduce graduation rate gaps by 50%
      Reduce performance gaps by 50%
      Reduce the gap between Ohio and the best-performing states in the nation by 50%
      More than double the increase in college enrollment for 18 and 19 year olds.

These goals require our best thinking and renewed focus. We will need the support and success of every participating district and school in
order to achieve these challenging goals. Together we will ensure that our transformative work will result in Ohio students realizing greater
successes in school and life.

Directions: This Scope of Work template is available online at www.rttt.education.ohio.gov. Participants should complete the form online and submit it by clicking on
the “Submit” button. All Scopes of Work are due October 22, 2010. In addition to the budget totals on this form, LEAs will submit a more detailed budget in the CCIP.
                                                RACE TO THE TOP: LEA SCOPE OF WORK
                                                                NARRATIVE: 4-6 PAGES

RACE TO THE TOP VISION

How will your LEA be different in 2014 as a result of your RttT strategy?
What will be different for students; for teachers; for administrators?
Marysville Exempted Village Schools in partnership with students, families, and the community is committed to quality-driven, educational
excellence. Our mission is to efficiently and effectively provide learning opportunities that challenge all students to realize their maximum
potential. We believe that all students have the right to choices for their future; all individuals have worth and are entitled to be treated with
dignity and respect; and all individuals must be accountable for their actions and work toward maximizing their potential.

 In 2014, our LEA will look dramatically different than it does today. We will have transformed the way we use data and information, train and
support our teachers and administrators, connect with and meet the needs of our students, and engage community members. Throughout this
transformation, our constant goal will be improved learning resulting in college- and career readiness for all of our students.

How does this transformation proceed? It begins with the commitment to recognize that 21st century “schooling” is an ongoing process, not just a
physical place where teachers and students gather. All of our stakeholders—administrators, teachers, students, parents, community members and
others—will embrace the concept that “school” is about a learning journey that never ends. Continuous learning requires new strategies and
approaches to advance teaching and student learning. To succeed in the 21st century, we will apply new strategies, evaluate our progress in
terms of student outcomes and share our successes and lessons learned to ensure that our work is replicable and scalable.

In 2014, we will have an effective teacher in every classroom and an effective principal in every school—two of the fundamental requirements for
an effective learning environment. Accordingly, we will emphasize recruiting, training, evaluating and retaining the best and brightest educators.
There will be a strong emphasis on empowering these educators with the knowledge, skills and information they need to effectively lead
transformation in schools and classrooms. All teachers will see themselves as “facilitators of learning.” The art of
teaching will evolve and expand. And, there will be an increased emphasis on principals becoming instructional leaders.

Data and information will drive our decision-making and student academic gains will be a fundamental measure of success. Teachers and
administrators will embrace data and data will inform dramatic improvements in our professional development and collegial collaboration. Just as
data will enable us to differentiate instruction for students, data will enable formative-oriented educator learning and growth. Data and
information including multiple measures also will serve as critical components of how we identify and recognize highly effective teachers and
leaders. By identifying these individuals we will be able to uncover the instructional practices that have a positive impact on students’ academic
performance and institutionalize these transformational practices with all teachers and principals.
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Reinforcing that students are the ultimate beneficiaries of Race to the Top-related work is our priority. Through our work with enhancing
instruction, students will benefit from: more relevant and rigorous course work and learning; higher expectations backed by formative instruction
that propels all students to mastery; better use of data to guide students into instructional settings that recognize their potential and improve their
chances of fulfilling it; improved integration of technology; use of student input to make better school- and district-level decisions; and, a more
fully informed and engaged community that supports all the components of a truly successful 21st century education.

Schools must continue to enhance and encourage community partnerships and engagement at all levels of the community. We recognize that our
transformation work does not proceed in a vacuum. Our vision includes a well-informed community that understands and supports our work. This
may require some shifting from past perceptions about how schools operate and why transformation is in everyone’s best interest. As with
teachers, students and administrators, implementing this part of our vision will be done proactively and strategically—with success monitored
along the way.

What will be different for our students?
Our students will understand, starting well before high school that their post 12th-grade opportunities multiply dramatically when they acquire
college- and career-ready knowledge and skills and then strive to reach their full potential. Students will realize that they are not only competing
with those students in their own class, school, neighboring district or states, but internationally. Through our school improvement efforts, they will
be well equipped for this competition. Our Transformation Model addresses students in these ways:

1. Engaging all students in rigor, relevance and 21st century skills
    a. Developing core skills for independent, critical and creative thinking and encouraging the pursuit of life-long learning
    b. AP, dual credit, Pre-AP, flexible credit options and academic acceleration
    c. Online and collaborative distance learning
    d. Real-world work processes, problem-solving and projects embedded in student learning
    e. Implementing formative instructional practices to provide safety nets for all learners and to provide extended learning opportunities for
       learners, when needed

2. Increasing STEM access, participation and performance
    a. Additional courses, participation and persistence through the senior year
    b. Identify business and regional partnerships to provide experience in STEM careers
    c. Accelerate STEM best practices across the district

3. Expanding access to workforce development opportunities
    a. Providing learning opportunities that connect to regional job-growth trends

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   b. Engaging students in academic counseling connected to career trajectory
   c. Community and business partnerships to create entrepreneurship and economic development

What will be different for our teachers?
We know that expanding academic opportunities for students depends on our teachers. And we know that in order for them to provide
personalized and differentiated learning experiences to every student, they need access to data and information that is relevant to the students
they teach. While we have long embraced the use of data for decision-making, it will be critical not to just provide teachers with data and
information, but to ensure that they know how to accurately and effectively interpret and apply it to their instructional practice. Fundamental to
this work will be extensive and focused professional development and coaching centered around:

1. Measuring student growth through the use of value-added data
    a. Grades 3–8 in reading, math, science and social studies
    b. High school end-of-course exams and the ACT college entrance exam for all students
    c. Explore measures of student growth in grades K-12
    d. Pilot growth measures for K-12 and non-core teachers

2. Using a variety of formative instructional practices to provide ongoing feedback to stakeholders
    a. Staff, students and parents know clear learning targets and have real-time, ongoing feedback
    b. Common formative assessments are used for teams/departments to learn and replicate what works
    c. Summative and benchmark assessments to track student progress

3. Utilizing data to identify and accelerate best practices
    a. Identify, study and share practices of teachers who have high student growth rates
    b. Use student academic projections (as derived from value-added analysis) for course placement and intervention

What will be different for our administrators?
Our administrators will be well versed in strategies for leading change and supported by collegial networking. To accelerate these changes and
enable their success, our administrators will participate in extensive professional development and ongoing coaching focused on:

1. Leading change and encouraging collaboration and continuous professional learning
    a. Develop a shared vision of highly effective teaching across the district
    b. Share challenges and successes with other LEAs
    c. Address needs during change and support collaboration for ongoing growth


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2. Using data to focus on highly effective teaching for every student
    a. Understand and lead staff on how to use value-added, achievement and projection data
    b. Support teams to act on data
    c. Use student achievement projections to meet the needs of our students

3. Informing and engaging all community stakeholders
    a. Ongoing, user-friendly communications
    b. Provide parent support to select, apply to and fund regional college and career opportunities
    c. Collect feedback from community members, parents and all stakeholders

In addition to developing our administrators to be more effective leaders, we will provide them with the support to better identify, support, recruit
and retain effective teachers. Our efforts will be geared toward:

1. Collaborating to create a shared vision of highly effective teaching practices
    a. Working with teachers by using data to focus on actions to improve learning
    b. Supporting coaches working with teachers and leadership teams for job-embedded learning
    c. Digital and face-to-face collaboration networks to share best practices

2. Enhancing teacher evaluations that incorporate multiple measures
    a. Walk-throughs and ongoing feedback for growth
    b. Innovative pilot evaluations, including student growth and feedback
    c. Establish Peer Assisted Review (PAR) across the district
    d. Explore further metrics that have been proven to be valid and reliable

3. Developing talent through induction, mentoring and ongoing learning
    a. Effective on-boarding experiences
    b. Developing mentors to coach best practices
    c. Culture of inquiry—online courses, face-to-face training and site visits

Substantial progress has been made in defining and identifying highly effective teaching. When we apply proven processes for this and widely share
transformational practices, we will dramatically impact our desired results. In addition, we are committed to exploring creative recognitions related
to highly effective teaching can play in achieving our goals for improving student outcomes. Our approach in this area will include:

1. Investigating and innovating new ways to recognize educator excellence

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   a. Identify highly effective principals, teachers and schools to learn transformational practices
   b. Research ideas across the country
   c. Collaborate across districts and states

What will be different for our community stakeholders?
The significant, positive change we envision involves the community and its diverse stakeholders. Education is a community enterprise and the
results will impact the people and activities well beyond the school walls. Workforce development is vital to the state’s future and is intimately tied
to educational improvement. We acknowledge the importance of working closely with the individuals and organizations that will be integral to our
success, including parents and families, community members, business leaders, civic leaders/organizations, higher education, philanthropic
organizations and federal, state and local officials/agencies. Key strategies include:

1. Increasing awareness/commitment for a new vision for educating children in the 21 st century
    a. Lead discussions including data about the future of work that creates a vision for change
    b. Provide opportunities to utilize expertise of volunteers across multiple stakeholder groups
    c. Engage parents and students to embrace the vision for change and rationale for all students to be college- and career-ready

2. Partnering with regional higher education institutions to increase course rigor and support access to college. As a result, we will approach
higher education institutions to:
    a. Collaborate with our teachers in similar areas of expertise
    b. Provide expertise and ongoing support to sustain the work after the grant
    c. Directly support parents to help students successfully enter college

3. Working with business, civic groups and other organizations for economic development
    a. Create innovative entrepreneurial and workforce development opportunities
    b. Provide access to the workplace for students
    c. Assist in fund raising and providing ongoing resources

RACE TO THE TOP PRESSING ISSUES

What are your LEA’s most pressing issues in each of the four assurance areas?
Standards and Assessments
Need for:
    100% of staff to be knowledgeable regarding newly adopted State and National Common Core Standards in respective content areas.
    allotment of time for administrators and teachers to engage in local and state professional development on new standards, assessment and
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       model curriculum.
    development of a well defined plan to predict future needs and conditions related to new standards, assessment, and model curriculum.
    a "systems approach" to align and transition current practices to new standards, assessments, and model curriculum for all stakeholders.
    development of a plan to ensure all students participate in local and statewide formative and summative assessments in readiness for
       college and careers.
    development of high-quality local formative and summative assessments K-12 in readiness for college and careers.
Using Data to Improve Instruction
Need for:
    a user-friendly instructional improvement system to provide meaningful, accessible, and real time data to inform instruction.
    professional development in utilizing the instructional improvement system.
    professional development on analyzing, interpreting, and applying data for instructional decision-making.
    development of a plan to utilize formative and summative assessment data K-12.
Great Teachers and Leaders
Need for:
    professional development for teachers and administrators on Ohio's Education Standards.
    new teacher and administrator evaluative tools based on multiple measures.
    professional development in administering evaluative tools to ensure fidelity.
    an instructional improvement system to align standards, assessments, and data for evaluation purposes.
Turning Around the Lowest-Achieving Schools
Marysville Exempted Village Schools have no schools defined as Lowest-Achieving

SUCCESS FACTORS AND POSSIBLE RISKS

What people, processes and resources will you deploy to ensure your district is meeting its RttT commitments and improving student achievement?
How will you engage stakeholders in Race to the Top?
What are possible risks and how will you mitigate those risks?
  1. The local administration and teachers association will collaborate for the betterment of the students and district. The RTTT transition team
     will establish committees and task forces of members representing all grade levels and content areas to meet our commitments and improve
     student achievement. The team will utilize RTTT funds to subsidize the scope of work needed.

  2. Communication will drive participation and shared leadership for the RTTT initiatives. Monthly reports at board meetings will allow for the
     community to be informed on our progress. Staff will be informed through RTTT district and building meetings, newsletters, and district web
     site postings. CEU's will be offered for committee and task force participation. Professional development opportunities will be provided on

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       inservice days.

   3. Stakeholders will be provided knowledge and opportunities to participate in planning and implementation to avoid a lack of buy in to the
      process

   4. District professional development budget and allocation of funds will be targeted at sustaining the momentum of the process

   5. Teacher/Administrators attrition - systems will be put in place so that any attrition, which is inevitable, will have minimal impact

                                      Transformation Team and Transparent Communication
Commitments:
• LEAs commit to creating a local Race to the Top Transformation Team
• LEAs commit to developing a strategy of transparent communication to include, at a minimum, a monthly update in public to the local Board of
 Education

Goals:
I. Create a four-year plan to:
     support the transition to enhance standards and high-quality assessments.
     use data to improve instruction.
     improve teacher and administrator effectiveness based on performance.

II. By June 30, 2011, the MEVS will have a communication system established to ensure transparency and effective internal and external communication
regarding all Race to the Top activities, initiatives, and performance metrics.
Key Personnel: [List Transformation Team members and roles]
Teacher Staff: Juliet Litzel -MEA President, Krista Rocazella, Victoria Carvour, Paul Thompson, Judy Van Duzen, Bethany Bentz,
Lori Mesi, Cathleen Alder
Administration: Tim Kannally, Kathy Mckinnis, Carla Steele, Karen Wells, Yvonne Boyd, Gregg Stubbs
Budget:
Substitute teachers for Professional Development (Salary and Fringes) - $9,450.00    Meeting expenses - $1,200.00
Professional Development costs (mileage, registration, meals) - $2,500.00            Stipends (Salary and Fringes) – 48,348.00
Material Reproduction Costs - $1,000.00                                              Professional Development Materials - $2,500.00
                                                                             Total $64,998.00

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                                              LEA SCOPE OF WORK ACTIVITIES
                                        LEA ANNUAL PERFORMANCE MEASURE TARGETS
SCHOOL YEARS 1-4: 2010-2014 [SUGGESTED ACTIVITIES]

• Form a local Race to the Top Transformation Team with at least half of the team members being teachers
• Ensure that team members provide oversight for local RttT efforts
• Evaluate the work of the team to determine if the team is fulfilling its purpose during years 2, 3 and 4
• Develop and implement a comprehensive RttT communication plan
• Communicate to the community progress made toward meeting district RttT commitments
• Provide an update on the progress of the RttT Scope of Work to the local board of education monthly with joint presentations by the superintendent
 and union president

SCHOOL YEARS 1-4: 2010-2014 [LEA SCOPE OF WORK ACTIVITIES]
   1. Form a local Race to the Top Transformation Team (RttT) with at least half of the team members being teachers.

   2. Develop a system to ensure that team members provide oversight for local RttT Plan implementation.

   3. Develop and implement a comprehensive RttT communication plan to all stakeholders and community.
SCHOOL YEARS 1-4: 2010-2014 [LEA ANNUAL PERFORMANCE MEASURE TARGETS]
   1. Form a local Race to the Top Transformation Team (RttT) with at least half of the team members being teachers.
      Measure: Transformation Team members will be accepted by Marysville Education Association and Board of Education.

   2. Develop a system to ensure that team members provide oversight for local RttT Plan implementation.
      Measure: 75% of Transformation Team members will attend RttT meetings and activities.

   3. Develop and implement a comprehensive RttT communication plan to all stakeholders and community.
      Measure: Transformation Team members will communicate monthly with Teachers, MEA, Executive Committee, Administrators and Board
      Of Education.




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                                      Assurance Area B: Standards and Assessments
           STATE PLAN SECTION: (B) (3) SUPPORTING THE TRANSITION TO ENHANCED STANDARDS AND HIGH-QUALITY ASSESSMENTS
Commitments:
d.LEAs commit to participating in professional development on the new academic content standards and will contribute teacher and principal time to
   participate
e. LEAs commit to revising existing local curricula in order to align with new state standards

Goals:
   I. 100% of staff will be knowledgeable regarding newly adopted State and National Common Core Standards in respective content areas.
   II. Administrators and teachers will engage in local and state professional development on new standards, assessment and model curriculum.
   III. Develop a well-defined plan that includes communication to all stakeholders, to predict future needs and conditions related to new
           standards, assessment, and model curriculum.
   IV. Develop a "systems approach" to align and transition current practices to new standards, assessments, and model curriculum for all
           stakeholders.
   V. Develop a plan to ensure all students participate in local and statewide formative and summative assessments in readiness for college and
           careers
   VI. Develop high-quality local K-12 formative and summative assessments to ensure readiness for college and careers.
Key Personnel:
Curriculum K-12 Task Force (Department Chairs)
Curriculum Coordinators
Principals


Budget:
Substitute teachers for Professional Development (Salary and Fringes) - $14,175.00      Meeting expenses - $3,000.00
Professional Development costs (mileage, registration, meals) - $7,500 .00              Material Reproduction Costs - $4,000.00
Professional Development Materials - $15,000.00
                                                                             Total $43,675.00



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                                              LEA SCOPE OF WORK ACTIVITIES
                                        LEA ANNUAL PERFORMANCE MEASURE TARGETS
SCHOOL YEAR 1: 2010-2011 [SUGGESTED ACTIVITIES]

d.Become familiar with the new standards in English language arts, mathematics, science and social studies
e. Participate in professional development opportunities on the new standards
f. Use the curriculum models and the crosswalk documents to begin analyzing your current curriculum for needed changes

SCHOOL YEAR 1: 2010-2011 [LEA SCOPE OF WORK ACTIVITIES]
   1. Provide professional development to teachers and administrators on newly adopted state standards.

   2. Create a K-12 task force that will begin to examine the curriculum models and newly adopted state standards and analyze our current
      curriculum for needed changes.

   3. Develop a gap-analysis template to identify needed curriculum changes.

   4. Develop comprehensive plan for curriculum revision, including communication process for external and internal stakeholders.
SCHOOL YEAR 1: 2010-2011 [LEA ANNUAL PERFORMANCE MEASURE TARGETS]
   1. Provide professional development to teachers and administrators on newly adopted state standards,
      Measure: 100% of the staff and administration will be provided professional development on newly adopted state standards, Common
      Core Standards, Ohio’s Model Curricula, and Science Technology Engineering and Mathematics(STEM).

   2. Create a K-12 task force that will begin to examine the curriculum models and newly adopted state standards and analyze our current
      curriculum for needed changes.
      Measure: K-12 task force will be formed that will include teachers from each core area and all grade levels by Nov. 1, 2010.

   3. Develop a gap-analysis template (crosswalks) to identify needed curriculum changes.
      Measure: The gap-analysis template will be adopted by June 30, 2011.

   4. Develop comprehensive plan for curriculum revision, including communication process for external and internal stakeholders..
      Measure: Comprehensive plan in place and communicated to all stakeholders



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SCHOOL YEAR 2: 2011-2012 [SUGGESTED ACTIVITIES]

g. Ensure all educators are familiar with the new standards in English language arts, mathematics, science and social studies
h.Participate in professional development on the standards, associated curriculum models and new assessments
i. Conduct curriculum crosswalk activities in English language arts, mathematics, science and social studies at the district and building level to determine
   what changes are needed in local curricula
j. Participate in professional development and/or pilot project opportunities on formative assessments and performance-based assessments
k.If selected by ODE, participate in field testing items for the expanded Kindergarten Readiness Assessment

SCHOOL YEAR 2: 2011-2012 [LEA SCOPE OF WORK ACTIVITIES]
   1. Provide additional PD to teachers and administrators on newly adopted state standards, Common Core Standards, Ohio’s Model Curricula,
      and STEM.

   2. Implement comprehensive plan for curriculum revision that includes staff review and feedback.

   3. Conduct curricula Crosswalk activities in Language Arts, math, science and social studies at the district and building level to determine what
      changes are needed in local curricula and begin integrating newly adopted standards.

   4. Explore and become familiar with pilot project opportunities on formative assessment and performance-based assessments.

   5. Revise current curriculum maps and pacing charts to reflect the new state standards.

   6. If selected by ODE, participate in field testing items for the expanded Kindergarten Readiness Assessment.
SCHOOL YEAR 2: 2011-2012 [LEA ANNUAL PERFORMANCE MEASURE TARGETS]
   1. Provide additional PD to teachers and administrators on newly adopted state standards, Common Core Standards, Ohio’s Model Curricula,
      and STEM.
      Measure: By June, 2012, 100% of the teachers will have participated in PD related to the newly adopted state standards, Common Core
      Standards and Ohio’s Model Curricula as reported by the building administrators.

   2. Implement comprehensive plan for curriculum revision that includes staff review and feedback.
      Measure: Successfully implement year 2 curriculum revision plan steps that includes revisions based on staff feedback.

   3. Conduct curricula Crosswalk activities in Language Arts, math, science and social studies at the district and building level to determine what
      changes are needed in local curricula and begin integrating newly adopted standards.
      Measure: By June, 2012, 100% of the curricula Crosswalk activities in Language Arts, math, science and social studies will be completed at

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       the district and building level to determine what changes are needed in local curricula.

   4. Explore and become familiar with pilot project opportunities on formative assessment and performance-based assessments.
      Measures: RttT team will explore and identify PD and pilot project opportunities on formative assessments and performance-based
      assessments.

   5. Revise current curriculum maps and pacing charts to reflect the new state standards.
      Measure: By June, 2012, revisions of current curriculum maps and pacing charts to reflect the new state standards will be completed.

   6. If selected by ODE, participate in field testing items for the expanded Kindergarten Readiness Assessment.
      Measure: If selected by ODE, will participate in field testing items for the expanded Kindergarten Readiness Assessment.

SCHOOL YEAR 3: 2012-2013 [SUGGESTED ACTIVITIES]

l. Revise local curricula to align with new standards in English language arts, mathematics, science and social studies
m.       Participate in professional development on curriculum supports and instructional resources developed by the state through regional peer review
   process
n.Participate in training and pilot opportunities on formative assessments and performance-based assessments
o. Participate in professional development opportunities and online training for the new state assessments
p.If selected by ODE, participate in field testing items for the expanded Kindergarten Readiness Assessment
q.Ensure all kindergarten teachers participate in training on the administration of the expanded Kindergarten Readiness Assessment

SCHOOL YEAR 3: 2012-2013 [LEA SCOPE OF WORK ACTIVITIES]
   1. Create opportunities for selected teachers and administrators to participate in professional development of curriculum supports and
      instructional resources developed by the state through regional peer review process.

   2. Identify and send teachers and administrators to participate in the training and pilot opportunities on formative assessments and
      performance-based assessments in order to create a training program.

   3. Identify teachers and administrators to participate in PD opportunities and online training for the new state assessments as offered by ODE.

   4. Implement comprehensive plan for curriculum revision that includes staff review and feedback.

   5. Continue to integrate new standards into local curricula, instruction, and assessments.

   6. Implement communication process of comprehensive curriculum revision plan.
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   7. Ensure all kindergarten teachers participate in training on the administration of the expanded Kindergarten Readiness Assessment.
SCHOOL YEAR 3: 2012-2013 [LEA ANNUAL PERFORMANCE MEASURE TARGETS]
   1. Create opportunities for selected teachers and administrators to participate in professional development of curriculum supports and
      instructional resources developed by the state through regional peer review process.
      Measure: Regional review participants will produce reports for Local Education Association (District).

   2. Identify and send teachers and administrators to participate in the training and pilot opportunities on formative assessments and
      performance-based assessments in order to create a training program.
      Measure: Formative assessment and performance-based assessment training cohort will develop an action plan to train additional teachers
      by June, 2013.

   3. Identify teachers and administrators to participate in professional development opportunities and online training for the new state
      assessments as offered by ODE.
      Measure: Identified staff members will have participated in professional development opportunities and online training for the new state
      assessments as offered by ODE by June, 2013.

   4. Implement comprehensive plan for curriculum revision that includes staff review and feedback.
      Measure: Successfully implement year 2 curriculum revision plan steps that includes revisions based on staff feedback.

   5. Continue to integrate new standards into local curricula, instruction, and assessments.
      Measure: Analysis of curriculum maps will be completed by June 2013.

   6. Implement communication process of comprehensive curriculum revision plan for external and internal stakeholders.
      Measure: 100% of external and internal stakeholders are provided information on the curriculum revisions.

   7. Ensure all kindergarten teachers participate in training on the administration of the expanded Kindergarten Readiness Assessment
      Measure: 100% of all kindergarten teachers will participate in training on the administration of the expanded Kindergarten Readiness
      Assessment.

SCHOOL YEAR 4: 2013-2014 [SUGGESTED ACTIVITIES]

r. Ensure all local curricula are aligned with new standards in English language arts, mathematics, science, and social studies
s. Ensure all teachers are teaching to the new standards and revised local curricula
t. Integrate formative assessments and performance tasks into course activities
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u.Participate in professional development and online training for the new state assessments
v. Participate in professional development on formative assessment strategies and performance tasks
w.       Ensure students engage in online practice testing for the new state assessments
x. Ensure all kindergarten teachers administer the expanded Kindergarten Readiness Assessment

SCHOOL YEAR 4: 2013-2014 [LEA SCOPE OF WORK ACTIVITIES]
   1. Ensure all local curriculum maps are aligned with new standards in Language Arts, math, science and social studies.

   2. Ensure all teachers are teaching to the new standards and revised curriculum maps.

   3. Implement communication process of comprehensive curriculum revision plan for external and internal stakeholders.

   4. Integrate formative assessments and performance tasks into course activities.

   5. Participate in PD and online assessment training on the new state assessments.

   6. Participate in PD on formative assessment strategies and performance tasks.

   7. Ensure students engage in ODE online practice testing for the new state assessments.

   8. Ensure all kindergarten teachers administer the expanded Kindergarten Readiness Assessment.
SCHOOL YEAR 4: 2013-2014 [LEA ANNUAL PERFORMANCE MEASURE TARGETS]
   1. Ensure all local curriculum maps are aligned with new standards in Language Arts, math, science and social studies.
      Measure: 100% of all local curriculum maps are aligned with new standards in Language Arts, math, science and social studies.

   2. Ensure all teachers are teaching to the new standards and revised curriculum maps.
      Measure: 100% of teachers will use curriculum maps to drive instruction.

   3. Implement communication process of comprehensive curriculum revision plan for external and internal stakeholders.
      Measure: 100% of external and internal stakeholders are provided information on the curriculum revisions.

   4. Integrate formative assessments and performance tasks into course activities.
      Measure: Formative assessments and performance tasks will be integrated into the course activities by June, 2014.

   5. Participate in PD and online assessment training on the new state assessments.
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   Measure: 100% of teachers will participate in PD and online assessment training on the new state assessments.

6. Participate in PD on formative assessment strategies and performance tasks.
   Measure: 100% of teachers will participate in PD on formative assessment strategies and performance tasks.

7. Ensure students engage in ODE online practice testing for the new state assessments.
   Measure: 100% of students will have the opportunity to participate in ODE online practice testing for the new state assessments.

8. Ensure all kindergarten teachers administer the expanded Kindergarten Readiness Assessment.
   Measure: 100% of kindergarten teachers will have administered the expanded Kindergarten Readiness Assessment.




                                                                   15
                                  Assurance Area C: Using Data to Improve Instruction
                                     STATE PLAN SECTION: (C) (3) USING DATA TO IMPROVE INSTRUCTION
Commitments:
y. LEAs with a functioning instructional improvement system (as defined by Race to the Top) commit to its active use at the classroom level
z. LEAs without an instructional improvement system (as defined by Race to the Top) commit to adopt a qualifying system
aa.      LEAs commit to implementing a formative assessment program; LEAs without a current formative assessment program commit to
   collaboratively developing and implementing such a program with the state and other participating districts
bb.      LEAs commit to making instructional improvement system data available to researchers, consistent with the state’s broader research agenda
cc.      LEAs commit to partnering with institutions of higher education to evaluate and implement innovative education models

Goals:
   I. Adopt a qualifying (according to USDOE definition) user-friendly instructional improvement system to provide meaningful, accessible, and
        real time data to inform instruction.
   II. Provide professional development in utilizing the instructional improvement system.
   III. Provide professional development on analyzing, interpreting, and applying data for instructional decision-making.
   IV. Develop a plan to utilize formative and summative assessment data K-12.
Key Personnel:
Technology Coordinator and Technology Department
Instructional Improvement System Lead Teachers
Curriculum Coordinators
Principals
Budget:
Substitute teachers for Professional Development (Salary and Fringes) - $4,725.00      Meeting expenses - $2,500.00
Professional Development Materials - $1,446.71                                         IIS System purchase costs – $37,800.00
                                                                             Total $46,471.71




                                                                          16
                                                LEA SCOPE OF WORK ACTIVITIES
                                          LEA ANNUAL PERFORMANCE MEASURE TARGETS
SCHOOL YEAR 1: 2010-2011 [SUGGESTED ACTIVITIES]

• Determine whether the LEA has an Instructional Improvement System that meets the definition established by the USDoE
• (For LEAs with a qualifying Instructional Improvement System) Ensure that teachers are using the Instructional Improvement System regularly
• Participate in sessions to assist the state in establishing system requirements for an Instructional Improvement System that meets RttT criteria
• Participate in the teacher-student data link process to ensure accuracy of value-added data
• Participate in professional development on the use of formative assessments
• Establish partnership(s) with institution(s) of higher education to implement and/or evaluate innovative education models; in the event higher education
   institutions are not available for this purpose, establish partnerships with business or community organizations
dd.       Cooperate with research/evaluation initiatives as requested

SCHOOL YEAR 1: 2010-2011 [LEA SCOPE OF WORK ACTIVITIES]
   1. Establish Instructional Improvement team of lead teachers K-12 who will specialize in IIS training.

   2. Determine that the IIS meets the definition of an IIS established by USDOE.

   3.   Begin training and implementation of a qualifying Instructional Improvement System (IIS)
       TestingWerks (Assessment Data Warehouse)
       Teacher created common assessments
       Statewide formative assessments

   4. Participate in sessions to assist the state in establishing system requirements for an IIS that meets RttT criteria.

   5. Establish partnerships with institutions of higher education and the business community to implement and /or evaluate innovative
      education models including STEM.

   6. Offer professional development on data systems and instructional support as needed on a yearly basis.

   7. Provide professional development to teachers and administrators on the development and use of formative assessments.

   8. Evaluate and document current formative assessment program for refinement of current formative assessments and development of new
      assessments.
                                                                           17
   9. Provide professional development opportunities for teachers and administrators on new assessments (District and State).
SCHOOL YEAR 1: 2010-2011 [LEA ANNUAL PERFORMANCE MEASURE TARGETS]
   1. Establish Instructional Improvement team of lead teachers K-12 who will specialize in IIS training.
      Measure: team will be indentified by March 2011.

   2. Establish an IIS that meets the definition established by USDOE.
      Measure: IIS that meets the definition established by USDOE will be operational.

   3.   Begin training and implementation of an Instructional Improvement System (IIS)
       TestingWerks (Assessment Data Warehouse)
       Teacher created common assessments
       Statewide formative assessments
        Measure: 100% of identified staff will be trained on an IIS by June 2011.

   4. Participate in sessions to assist the state in establishing system requirements for an IIS that meets RttT criteria.
      Measure: 100% of identified teachers and administrators will participate in sessions to assist the state in establishing system requirements
      for an IIS.

   5. Establish partnerships with institutions of higher education to implement and /or evaluate innovative education models including STEM
      Measure: District will continue partnerships with institutes of higher education to implement and /or evaluate innovative education
      models.

   6. Offer professional development on data systems and instructional support as needed on a yearly basis.
      Measure: 100% of identified staff will participate in PD on data systems and instructional support as needed on a yearly basis.

   7. Provide professional development to teachers and administrators on the development and use of formative assessments.
      Measure: 100% of identified staff will participate in PD on formative assessments

   8. Evaluate current formative assessment program for refinement of current formative assessments and development of new assessments.
      Measure: 100% of current formative assessments will be reviewed. Areas in need of refinement and areas in need of formative assessments
      will be identified and documented in report form.

   9. Provide professional development opportunities for teachers and administrators on new assessments (District and State).

                                                                        18
       Measure: 100% of identified staff will participate in PD on new assessments.

SCHOOL YEAR 2: 2011-2012 [SUGGESTED ACTIVITIES]

ee.     (For LEAs that will adopt the state Instructional Improvement System) Attend professional development on the Instructional Improvement
  System
• (For LEAs with a qualifying Instructional Improvement System) Ensure that teachers actively and regularly use the Instructional Improvement
  System at the classroom level
• Participate in professional development on formative assessments
• Evaluate existing district and/or building formative assessment programs to identify strengths and areas that require improvements
• Work collaboratively with the state and/or other participating districts to develop or strengthen the formative assessment program
• Participate in formative assessment pilot opportunities, if selected for the pilot program

SCHOOL YEAR 2: 2011-2012 [LEA SCOPE OF WORK ACTIVITIES]
   1. Continue training and implementation of an IIS.

   2. Ensure that identified and trained teachers actively and regularly use the IIS at the classroom level.

   3. Strengthen partnerships with institutions of higher education to continue the implementation and/or evaluation of innovative education
      models including STEM.

   4. Develop and test a method of measuring growth made by individual students during a 1- year period.

   5. Offer professional development as needed on a yearly basis on data systems and instructional support.

   6. Provide professional development to teachers and administrators on the development and use of formative assessments with a focus on
      the use of data to inform instruction.

   7. Formative assessments will be developed and refined base on analysis of Year 1 evaluation.

   8. Provide professional development opportunities for staff on new assessments (District and State).
SCHOOL YEAR 2: 2011-2012 [LEA ANNUAL PERFORMANCE MEASURE TARGETS]
   1. Continue training and implementation of an IIS.
      Measure: 100% of the teachers will be trained on an IIS.

   2. Ensure that identified and trained teachers actively and regularly use the IIS at the classroom level.
                                                                         19
       Measure: 100% of identified and trained teachers actively and regularly use the IIS at the classroom level per administrative reports.

   3. Strengthen partnerships with institutions of higher education to continue the implementation and/or evaluation of innovative education
      models including STEM.
      Measure: Partnerships will be strengthened with institutions of higher education through additional courses offered and continued
      evaluation of innovative educational models such as dual enrollment classes, additional training in Leveled Literacy Intervention (LLI) along
      with Benchmark Assessment System (BAS) and STEM.

   4. Develop and test a method of measuring growth made by individual students during a 1- year period.
      Measure: Verify the validity of the student growth measures.

   5. Offer professional development as needed on a yearly basis on data systems and instructional support.
      Measure: 100% of identified teachers and administrators will participate in PD as needed on a yearly basis on data systems and
      instructional support.

   6. Provide professional development to teachers and administrators on the development and use of formative assessments with a focus on
      the use of data to inform instruction.
      Measure: 100% of identified staff will participate in PD on formative assessments.

   7. Formative assessments will be developed and refined base on analysis of Year 1 evaluation.
      Measure: 100% of current formative assessments will be reviewed and refined. Additional formative assessments will be developed.

   8. Provide professional development opportunities for teaches and administrators on new assessments (District and State).
      Measure: 100% of identified staff will participate in PD on new assessments.

SCHOOL YEAR 3: 2012-2013 [SUGGESTED ACTIVITIES]

• (For LEAs adopting the state Instructional Improvement System) Participate in acceptance testing of the Instructional Improvement System
• (For LEAs adopting the state Instructional Improvement System) Participate in professional development on the Instructional Improvement System
• Ensure that teachers actively use the Instructional Improvement System at the classroom level
• Complete face-to-face and online professional development modules focused on content-specific formative assessments
• Evaluate existing district and building formative assessment programs and address areas in need of improvement
• Work collaboratively with the state or other participating districts to fully implement an effective formative assessment program
• Participate in professional development on new state assessments


                                                                         20
SCHOOL YEAR 3: 2012-2013 [LEA SCOPE OF WORK ACTIVITIES]
   1. Teachers will use and assess the IIS at the classroom level to drive instruction.

   2. Formative assessments will continue to be developed and refined base on analysis of Year 1 evaluation and results of Year 2 development.

   3. Partnerships with institutions of higher education will increase student involvement in innovative education models including STEM.

   4. Professional development on data systems and instructional support will be offered as needed on a yearly basis.

   5. Work collaboratively with researchers to provide IIS data, to support the state’s broader research agenda.
SCHOOL YEAR 3: 2012-2013 [LEA ANNUAL PERFORMANCE MEASURE TARGETS]
   1. Teachers will use and assess the IIS at the classroom level to drive instruction and evaluate existing district and building formative
      assessment programs and address areas in need of improvement.
      Measure: Administrators will use multiple data tools (observations, surveys, etc) to determine 100% teacher use of the IIS at the classroom
      level to drive instruction.

   2. Formative assessments will continue to be developed and refined base on analysis of Year 1 evaluation and results of Year 2 development.
      Measure: 100% of formative assessments will be in place.

   3. Partnerships with institutions of higher education will increase student involvement in innovative education models including STEM.
      Measure: Partnerships with institutions of higher education will increase student involvement in innovative education models by 5%.

   4. Professional development on data systems and instructional support will be offered as needed on a yearly basis.
      Measure: 100% of identified staff will participate in professional development on data systems and instructional support as needed on a
      yearly basis.

   5. Work collaboratively with researchers to provide IIS data, to support the state’s broader research agenda.
      Measure: 100% of IIS data will be made available to researchers.

SCHOOL YEAR 4: 2013-2014 [SUGGESTED ACTIVITIES]

ff.      Assess the use of the Instructional Improvement System at the classroom level and continue to deepen the focus on data-based instruction
gg.      Ensure all teachers have completed face-to-face and online professional development modules on content-specific formative assessments
hh.      Fully implement a formative assessment program (developed locally or collaboratively with the state or other participating districts) aligned with
   the district’s curricula and course planning
                                                                            21
ii.Participate in professional development on the implementation of new state assessments

SCHOOL YEAR 4: 2013-2014 [LEA SCOPE OF WORK ACTIVITIES]
   1. Teachers will use and assess the IIS at the classroom level to drive instruction and evaluate existing district and building formative
      assessment programs and address areas in need of improvement.

   2. Partnerships with institutions of higher education will increase student involvement in innovative education models including STEM.

   3. Professional development on data systems and instructional support will be offered as needed on a yearly basis.

   4. Work collaboratively with researchers to provide IIS data, to support the state’s broader research agenda.

   5. Provide professional development and begin working with teachers to integrate and refine the formative assessment program in their
      course planning.
SCHOOL YEAR 4: 2013-2014 [LEA ANNUAL PERFORMANCE MEASURE TARGETS]
   1. Teachers will use and assess the IIS at the classroom level to drive instruction and evaluate existing district and building formative
      assessment programs and address areas in need of improvement.
      Measure: Administrators will use multiple data tools (observations, surveys, etc.) to determine 100% staff use of the IIS at the classroom
      level to drive instruction

   2. Partnerships with institutions of higher education will increase student involvement in innovative education models including STEM.
      Measure: Partnerships with institutes of higher education will increase student involvement in innovative education models by an
      additional 5% by June 2014.

   3. Professional development on data systems and instructional support will be offered as needed on a yearly basis.
      Measure: 100% of identified teachers will participate in professional development on data systems and instructional support as needed on
      a yearly basis.

   4. Work collaboratively with researchers to provide IIS data, to support the state’s broader research agenda.
      Measure: 100% of IIS data will be made available to researchers.

   5. Provide professional development and begin working with teachers to integrate and refine the formative assessment program in their
      course planning.
      Measure: 100% of teaching staff will receive support on the integration and refinement of the formative assessment program with a focus
      on course planning.
                                                                           22
23
                                       Assurance Area D: Great Teachers and Leaders
Commitments:
Measure Student Growth
jj.     LEAs commit to implementing the student-level value-added program consistent with the program conducted by Battelle for Kids. This includes
   supporting professional development and the distribution of value-added reports on an annual basis to all eligible teachers and administrators.
kk.     LEAs commit to identify measures of student growth for grades and subjects that do not receive value-added reports

Evaluation Systems
ll.LEAs commit to adopting comprehensive evaluation systems and definitions of effective and highly effective teachers and principals which encompass
   multiple measures including student growth as one of multiple significant factors, and which are aligned with criteria established by the state.
   Recognizing the complexities of implementing new evaluation systems in a collective bargaining state, LEAs commit to designing revised evaluation
   systems, implementing pilots, and providing training, with full implementation within four years
mm. LEAs commit to annual evaluations of all teachers and principals within a comprehensive performance assessment system that includes
   standards-based observation, measures of student growth, and other varied evaluations formats aligned with state criteria
nn.      LEAs commit to using data and results from the evaluation system in the planning of district professional development programs and in the
   decision-making process for budget development (building and district)
oo.      LEAs commit to using evaluation results in promotion and retention decisions. LEAs commit to implement the Teacher Residency program with
   Lead Teacher(s) as specified in House Bill 1
pp.      LEAs commit to including evaluation results as a significant input into tenure decisions
qq.      LEAs commit to employing evaluation results as a significant input to removal decisions and will commit to not allowing persistently low-
   performing teachers and principals to remain once they've been provided with ample opportunities and support to improve

Equitable Distribution of Effective Teachers and Principals
rr.     LEAs commit to collaboratively creating and implementing a plan that provides innovative strategies for placing highly effective teachers in high-
  poverty and high-minority schools, including strategies such as additional compensation, creating professional learning communities, placing teams of
  effective teachers in such schools, and distributive leadership models. (Placement of teachers in such schools will not be based solely on seniority.)
ss.     LEAs will implement recruitment and professional development strategies to increase the pool of effective teachers available in the LEA for hard-
  to-staff subjects and specialty areas including mathematics, science, special education, English language learner programs; and teaching in other areas
  as identified by the LEA.



                                                                           24
Effective Support to Teachers and Principals
tt.     LEAs commit to implementing the residency program as specified in House Bill 1 with additional, intensive supports for new teachers in the
   lowest-performing schools.
uu.     LEAs commit to using the state’s professional development standards when designing and implementing professional development.
vv.     LEAs commit to using the state’s professional development standards when evaluating the effectiveness of professional development.

Goals:
(Insert goals for each of the four Assurance Area D sub-categories: Measure Student Growth; Evaluation Systems; Equitable Distribution of
Effective Teachers and Principals; and Effective Supports to Teachers and Principals)
    I. Identify measures of student growth for all grades and subjects including those that do not receive value-added reports.

   II. Develop and implement a comprehensive evaluation process for teacher and administrative effectiveness using students’ growth measures,
          including value-added data.

   III. Define highly effective teachers and principals by encompassing multiple measures including student growth as one of the multiple
           significant factors, which are aligned with ODE’s Professional Educator Standards.

   IV. Implement the residency program specified in House Bill 1.

   V. Use the state’s professional development standards when designing, implementing, and evaluating professional development.
Key Personnel:
Transformational Team Members
District Evaluation Team
Identified Teachers: Mentors & Resident Educators
Administrators
Budget:
Substitute teachers for Professional Development (Salary and Fringes) - $4,725.00         Meeting expenses - $3,000.00
Stipends for District Evaluation Team Members (Salary and Fringes) - $29,000.00           Material Reproduction Costs - $2,500.00
Professional Development costs (mileage, registration, meals) - $3,500.00                 Professional Development Materials - $2,500.00

                                                                               Total $45,225.00




                                                                          25
                                               LEA SCOPE OF WORK ACTIVITIES
                                         LEA ANNUAL PERFORMANCE MEASURE TARGETS
SCHOOL YEAR 1: 2010-2011 [SUGGESTED ACTIVITIES]
Measure Student Growth
ww.    Examine current district and school practices related to the use of value-added data
xx.    Attend professional development training sessions on the use of value-added data
yy.    Utilize teacher-student linkage tools to ensure the accuracy and quality of value-added data
zz.    Distribute and utilize annual value-added reports for principals and teachers with tested grades

Evaluation Systems
aaa. Establish district project teams to work on the design of teacher and principal evaluation systems that include annual evaluations, the use of
  student growth measures as one of multiple significant factors, and other state and federal criteria
bbb. Attend training sessions and use gap analysis tools to determine the degree of alignment of current teacher and principal evaluation systems to
  state models and federal criteria

Equitable Distribution of Effective Teachers and Principals
ccc.  Conduct a needs assessment to determine whether there are inequities in the assignment of educators to high-poverty and high-minority schools
ddd. Conduct a needs assessment to determine the district’s hard-to-staff subject and specialty areas and report those data to the state through the
  Web-based Recruitment System
eee.  Participate in professional development on best-in-class recruitment and retention strategies and tools
fff.  Build a high-quality applicant pool by establishing partnerships with teacher education programs and institutions
ggg.  Review current hiring processes and interview protocols to determine if the district should use standards-based interview protocols (such as the
  Haberman and/or Gallup interview protocols)

Effective Support to Teachers and Principals
hhh. Attend information sessions and utilize state guidelines to establish conditions necessary for the full implementation of the Teacher Residency
   program for all new teachers in the fall of 2011
iii.    For schools designated as persistently low-achieving, provide co-teaching support for new teachers
jjj.    Send lead teachers and mentors to required Teacher Residency program training and credentialing provided by state lead trainers
kkk. Assess current professional development to determine if it meets state professional development standards
lll.    Develop a professional development plan to support local Race to the Top strategies

                                                                           26
SCHOOL YEAR 1: 2010-2011 [LEA SCOPE OF WORK ACTIVITIES]
Measure Student Growth
   1. Examine current district and school practices related to the use of value-added data.

   2. Identified teachers and administrators will attend professional development training sessions on the use of value-added data.

   3. Review and align professional development activities.
Evaluation Systems
   4. Provide professional development opportunities on Educator Standards.

   5. Participate in Ohio Teacher Educator Standards Field test and gap analysis.

   6. Establish District Evaluation Team (DET) to work on the design of teacher and principal evaluation systems, improvement plans.
Equitable Distribution of Effective Teachers and Principals
Not applicable
Effective Support to Teachers and Principals
   7. Attend information sessions, utilize state guidelines, and establish conditions necessary for the full implementation of the Teacher
      Residency program for all new teachers in the fall of 2011.

   8. Send lead teachers and mentors to required Teacher Residency program training and credentialing provided by state lead trainers.

   9. Use the state professional development standards, district and state RttT goals and priorities, and results of teacher evaluations in planning,
      conducting, and evaluating professional development.
SCHOOL YEAR 1: 2010-2011 [LEA ANNUAL PERFORMANCE MEASURE TARGETS]


MEASUREMENTS OF STUDENT GROWTH:
  1. Examine current district and school practices related to the use of value-added data.
     Measure: 100% of teachers and administrators will examine current district and school practices related to the use of value-added data.

   2. Identified teachers and administrators will attend professional development training sessions on the use of value-added data.
      Measure: 100% of identified teachers and administrators will attend professional development training sessions on the use of value-added
      data.

                                                                         27
   3. Review and align professional development activities.
      Measure: RttT team will have aligned and scheduled professional development activities by December 1, 2010.

EVALUATION SYSTEMS:
   4. Provide professional development opportunities on Educator Standards.
      Measure: 100% of teachers and administrators will attend professional development opportunities on Educator Standards by June 2011.

   5. Participate in Ohio Teacher Educator Standards Field test and gap analysis.
      Measure: Designated teachers and administrators will have submitted documentation of Ohio Teacher Educator Standards (OTES) Field test
      by June 2011 to ODE.

   6. Establish District Evaluation Team (DET) to work on the design of teacher and principal evaluation systems, improvement plans for marginal
      teachers and administrators and attend ODE professional development.
      Measure: Team is established and will participate in ODE professional development by end of June 2011.

EFFECTIVE SUPPORT TO TEACHERS AND PRINCIPALS:
   7. Attend information sessions, utilize state guidelines, and establish conditions necessary for the full implementation of the Teacher
      Residency program for all new teachers in the fall of 2011.
      Measure: 100% of selected staff will attend Teacher Residency program trainings.

   8. Send lead teachers and mentors to required Teacher Residency program training and credentialing provided by state lead trainers.
      Measure: 100% of lead teachers and mentors will be trained by December 2010.

   9. Use the state professional development standards, district and state RttT goals and priorities, and results of teacher evaluations in planning,
      conducting, and evaluating professional development.
      Measure: By June 2011, 80% of school/district professional development plans will meet state and federal guidelines.

SCHOOL YEAR 2: 2011-2012 [SUGGESTED ACTIVITIES]
Measure Student Growth
mmm. Attend professional development training sessions on the use of value-added data
nnn. Utilize teacher-student linkage tools to ensure the accuracy and quality of value-added data
ooo. Distribute and utilize annual value-added reports for principal teachers with tested grades to inform professional development and areas of
  performance improvement
ppp. Identify and field-test other measures of student growth that can be used to supplement value-added growth data, such as growth in literacy

                                                                         28
 levels, grade gains on supplemental tests, end-of-course exams, and performance-based assessments
qqq. Determine how student growth will be measured for teachers in subjects or grade levels that do not have statewide standardized tests

Evaluation Systems
rrr.    Develop comprehensive models for teacher and principal evaluations, including timelines, activities, and personnel, with the goal of full
  implementation of new evaluation system by 2013-14
sss.    Provide training to teachers and principals on the use of the new comprehensive evaluation system
ttt.    Begin piloting components of the revised evaluation system and use data to inform changes
uuu. Report to ODE the state of the evaluation systems in terms of alignment to state and federal criteria
vvv. Use data and results from the evaluation system in making decisions about professional development programs and budgets at the district and
  school level
www. Review current process for removing ineffective teachers and principals and develop plan to remove persistently low performing teachers and
  principals
xxx. Develop a plan for highly effective teachers to receive additional compensation if they take on additional responsibilities (such as Lead Teachers)
  or work in hard-to-staff or low-achieving schools

Equitable Distribution of Effective Teachers and Principals
yyy.   Develop a plan that details innovative strategies the district will use to recruit, place, and retain highly effective teachers in high-poverty and
  high-minority schools, including strategies such as additional compensation, creating professional learning communities, placing teams of effective
  teachers in such schools, and distributive leadership models. Include factors other than or in addition to seniority.
zzz.   (For districts with turnaround schools) Conduct working conditions assessments and develop an action plan and strategies for improving working
  conditions
aaaa. Collect teacher retention and attrition data and review the data to determine whether changes are needed in district policies and practices

Effective Support to Teachers and Principals
bbbb. Fully implement the Teacher Residency program for all new teachers
cccc. For schools designated as persistently low-achieving, provide co-teaching support for new teachers
dddd. Send lead teachers and mentors to required Teacher Residency program training and credentialing provided by state lead trainers
eeee. Use the state professional development standards and results of teacher evaluations in planning, conducting, and evaluating professional
  development
ffff.  Implement a comprehensive professional development plan to support local Race to the Top strategies

SCHOOL YEAR 2: 2011-2012 [LEA SCOPE OF WORK ACTIVITIES]
Measure Student Growth
   1. Attend professional development training sessions on the use of value-added data.
                                                                           29
   2. Research and develop other measures of student growth that can be used to supplement value-added growth data, such as growth in
      literacy levels, grade gains on supplemental tests, end-of-course exams and performance-based assessments.

   3. Research and develop the student growth measures for teachers in subjects or grade levels that do not have statewide standardized tests
      and/or value added.

   4. Review and align professional development activities.

   5. Utilize teacher-student linkage tools to ensure the accuracy and quality of value-added data.
Evaluation Systems
   6. Participate in Ohio Teacher Educator Standards pilot program.

   7. Analyze the data from the gap analysis to identify strengths and weaknesses of current evaluation system along with improvement plans for
      marginal teachers and administrators.

   8. Explore outside evaluation tools to begin developing internal evaluation system.
Equitable Distribution of Effective Teachers and Principals
Not Applicable
Effective Support to Teachers and Principals
   9. Fully implement the district Teacher Residency program for all new teachers.

   10. Send lead teachers and mentors to ODE required Teacher Residency program training and credentialing provided by state lead trainers.

   11. Use the state professional development standards, district and state RttT goals and priorities, and results of teacher evaluations in planning,
       conducting, and evaluating professional development.
SCHOOL YEAR 2: 2011-2012 [LEA ANNUAL PERFORMANCE MEASURE TARGETS]
MEASUREMENTS OF STUDENT GROWTH:
   1. Attend professional development training sessions on the use of value-added data.
       Measure: 100% of teachers and administrators will attend professional development training sessions on the use of value-added data.

   2. Research and develop other measures of student growth that can be used to supplement value-added growth data, such as growth in
      literacy levels, grade gains on supplemental tests, end-of-course exams and performance-based assessments.
      Measure: Other measures of student growth that can be used to supplement value-added growth data, such as growth in literacy levels,
                                                                          30
       grade gains on supplemental tests, end-of-course exams and performance-based assessments will be identified by June 2012.

   3. Research and develop the student growth measures for teachers in subjects or grade levels that do not have statewide standardized tests
      and/or value added.
      Measure: Measurements of student growth for teachers in subjects and grade levels that do not have statewide standardized tests will be
      identified by June 2012.

   4. Review and align professional development activities.
      Measure: RTTT team will have aligned and scheduled professional development activities by August 2011.

   5. Utilize teacher-student linkage tools to ensure the accuracy and quality of value-added data.
      Measure: 100% of teacher-student linkage will be accurate.

EVALUATION SYSTEMS:
   6. Continue to participate in OTES pilot program.
      Measure: Designated teachers and administrators will have participated in OTES Field test and meet ODE timelines.

   7. Analyze the data from the gap analysis to identify strengths and weaknesses of current evaluation system along with improvement plans for
      marginal teachers and administrators.
      Measure: District Evaluation Team (DET) will report to LEA RttT transformation team and ODE status of findings from current evaluation
      system by June 2012.

   8. Explore outside evaluation tools to begin developing internal evaluation system.
      Measure: DET will develop a comprehensive evaluation model for teachers and administrators by June, 2012.

EFFECTIVE SUPPORT TO TEACHERS AND PRINCIPALS:
   9. Fully implement the district Teacher Residency program for all new teachers
      Measure: 100% of new teachers will participate in the Teacher Residency program.

   10. Send lead teachers and mentors to ODE required Teacher Residency program training and credentialing provided by state lead trainers
       Measure: 100% of lead teachers and mentors will be trained by June 2012.

   11. Use the state professional development standards, district and state RttT goals and priorities, and results of teacher evaluations in planning,
       conducting, and evaluating professional development.

                                                                         31
       Measure: 85% of school/district professional development plans will meet state and federal guidelines by June 2012.

SCHOOL YEAR 3: 2012-2013 [SUGGESTED ACTIVITIES]
Measure Student Growth
gggg. Ensure all teachers have participated in professional development training sessions on the use of value-added data
hhhh. Utilize teacher-student linkage tools to ensure the accuracy and quality of value-added data
iiii.    Distribute and utilize annual value-added reports for principal teachers with tested grades to inform professional development and areas of
   performance improvement
jjjj.    Assess effectiveness of other identified measures of student growth used to supplement value-added data, such as growth in literacy levels, grade
   gains on supplemental tests, end-of-course exams, and performance-based assessments
kkkk. Implement student growth measures for teachers in subjects or grade levels that do not have statewide standardized tests

Evaluation Systems
llll.    Continue training and professional development on the new evaluation systems
mmmm.           Make final adjustments to the evaluation system sin preparation for full implementation in Year 4
nnnn. Become familiar with the federal requirement to report aggregated effectiveness ratings for teachers to the state; provide requested data to the
   state
oooo. Report to ODE the status of the evaluation systems in terms of alignment to state and federal criteria
pppp. Use data and results from the evaluation system in making decisions about professional development programs and budgets at the district and
   school level
qqqq. Review current processes for granting tenure and develop a plan for rigorous tenure review using evaluation results and incorporating the 7-year
   timeframe for tenure
rrrr. Implement a plan to remove persistently low-performing teachers and principals
ssss. Provide opportunities for highly effective teachers to receive additional compensation if they take on additional responsibilities (such as Lead
   Teachers) or work in hard-to-staff or low-achieving schools

Equitable Distribution of Effective Teachers and Principals
tttt.   Implement, monitor, and refine the district’s plan to ensure that effective teachers are placed in high-poverty, high-minority schools, in low-
  achieving schools, and in hard-to-staff subject areas
uuuu. Determine whether the selected strategies (e.g., additional compensation, creating professional learning communities, placing teams of effective
  teachers in such schools, distributive leadership models, and teacher placement based on factors other than/in addition to seniority) are having the
  desired impact
vvvv. Conduct the Equitable Distribution of Effective and Highly Effective Educators Analysis
wwww. (For districts with turnaround schools) Conduct working conditions assessments and develop an action plan and strategies for improving working
  conditions

                                                                            32
xxxx.   Collect teacher retention and attrition data and review the data to determine whether changes are needed in district policies and practices

Effective Support to Teachers and Principals
yyyy. Continue implementation of the Teacher Residency program for all new teachers
zzzz. For schools designated as persistently low-achieving, provide co-teaching support for new teachers
aaaaa. Provide feedback on performance to all lead teachers and mentors in the Teacher Residency program
bbbbb. Use the state professional development standards and results of teacher evaluation in planning, conducting, and evaluating professional
  development
ccccc. Review professional development plan and modify it based on student data, and allocate professional development funding accordingly

SCHOOL YEAR 3: 2012-2013 [LEA SCOPE OF WORK ACTIVITIES]
Measure Student Growth
   1. Offer professional development training sessions on newly developed growth measures including value-added.

   2. Continue other growth measures and begin field testing of other measures of student growth that can be used to supplement value-added
      growth data, such as growth in literacy levels, grade gains on supplemental tests, end-of-course exams and performance-based
      assessments.

   3. Continue to develop and begin field testing of student growth measures for teachers in subjects or grade levels that do not have statewide
      standardized tests.

   4. Utilize teacher-student linkage tools to ensure the accuracy and quality of value-added data.
Evaluation Systems
   5. Develop and pilot a principal and teacher evaluation system that includes but is not limited to multiple measures of student growth.

   6. Continue to work with ODE on OTES expectations in alignment with district evaluation systems.

   7. Develop a plan to work with persistently low-performing teachers and administrators through continued individual evaluations, support and
      professional development.
Equitable Distribution of Effective Teachers and Principals
Not applicable
Effective Support to Teachers and Principals
   8. Analyze the implementation of the district Teacher Residency program for all new teachers.

                                                                            33
   9. Provide feedback on performance to lead teachers and mentors and send to ODE required Teacher Residency program training and
      credentialing provided by state lead trainers.

   10. Use the state professional development standards, district and state RttT goals and priorities, and results of teacher evaluations in planning,
       conducting, and evaluating professional development.
SCHOOL YEAR 3: 2012-2013 [LEA ANNUAL PERFORMANCE MEASURE TARGETS]
MEASUREMENTS OF STUDENT GROWTH:
   1. Offer professional development training sessions on newly developed growth measures including value-added.
       Measures: 100% of teachers and administrators will attend professional development training sessions on newly developed growth
       measures.

   2. Continue other growth measures and begin field testing of other measures of student growth that can be used to supplement value-added
      growth data, such as growth in literacy levels, grade gains on supplemental tests, end-of-course exams and performance-based
      assessments.
      Measure: Analyze field testing data of other measures of student growth that can be used to supplement value-added growth data, such as
      growth in literacy levels, grade gains on supplemental tests, end-of-course exams and performance-based assessments by June 2013.

   3. Continue to develop and begin field testing of student growth measures for teachers in subjects or grade levels that do not have statewide
      standardized tests
      Measure: Analyze field testing data of student growth measures for teachers in subjects or grade levels that do not have statewide
      standardized tests by June 2013.

   4. Utilize teacher-student linkage tools to ensure the accuracy and quality of value-added data.
      Measure: 100% of teacher-student linkage will be accurate.

EVALUATION SYSTEMS:
   5. Develop and pilot a principal and teacher evaluation system that includes but is not limited to multiple measures of student growth.
      Measure: 100% of identified principals and teachers will provide feedback on pilot evaluation.

   6. Continue to work with ODE on OTES expectations in alignment with district evaluation systems.
      Measure: 100% of identified teachers and administrators will participate in ODE trainings on OTES expectations.

   7. Develop a district-wide individual improvement protocol to work with persistently low-performing teachers and administrators through
      continued individual evaluations, support and professional development.

                                                                          34
       Measure: Consistent protocol criteria will be established to oversee the construction of individual plans for teachers and administrators by
       June 2013.

EFFECTIVE SUPPORT TO TEACHERS AND PRINCIPALS:
   8. Analyze the implementation of the district Teacher Residency program for all new teachers.
      Measure: RttT transformation team will assess the district and state programs through data analysis tools by June 2013.

   9. Provide feedback on performance to lead teachers and mentors and send to ODE required Teacher Residency program training and
      credentialing provided by state lead trainers.
      Measure: 100% of lead teachers and mentors will be trained by June 2013.

   10. Use the state professional development standards, district and state RttT goals and priorities, and results of teacher evaluations in planning,
       conducting, and evaluating professional development.
       Measure: 90% of school/district professional development plans will meet state and federal guidelines by June 2013.

SCHOOL YEAR 4: 2013-2014 [SUGGESTED ACTIVITIES]
Measure Student Growth
ddddd. Ensure all teachers have participated in professional development training sessions on the use of value-added data
eeeee. Utilize teacher-student linkage tools to ensure the accuracy and quality of value-added data
fffff. Distribute and utilize annual value-added reports for teachers and principals to inform professional development and areas of performance
  improvement
ggggg. Continue to refine other identified measures of student growth used to supplement value-added data, such as growth in literacy levels, grade
  gains on supplemental tests, end-of-course exams, and performance-based assessments

Evaluation Systems
hhhhh. Fully implement the new evaluation system and conduct annual evaluation of teachers and principals using the new evaluation system
iiiii.   Continue training and professional development on the new evaluation system
jjjjj. Provide aggregated effectiveness ratings for teachers to the state as required by the US Department of Education
kkkkk. Use data and results from the evaluation system in making decisions about professional development programs and budgets at the district and
   school level
lllll.   Implement the plan for rigorous tenure review using evaluation results and incorporating the new seven-year timeframe for tenure, develop
   strategies to assess effectiveness of new tenure review plan
mmmmm.            Implement the plan to remove persistently low-performing teachers and principals
nnnnn. Provide opportunities for highly effective teachers to receive additional compensation if they take on additional responsibilities (such as Lead
   Teachers) or work in hard-to-staff or low-achieving schools
                                                                             35
Equitable Distribution of Effective Teachers and Principals
ooooo. Implement, monitor, and refine the district’s plan to ensure that effective teachers are placed in high-poverty, high-minority schools, in low-
  achieving schools, and in hard-to-staff subject areas
ppppp. Determine whether the selected strategies (e.g. additional compensation, creating professional learning communities, placing teams of effective
  teachers in such schools, distributive leadership models, and teacher placement based on factors other than/in addition to seniority) are having the
  desired impact
qqqqq. Conduct the Equitable Distribution of Effective and Highly Effective Educators Analysis
rrrrr. (For districts with turnaround schools) Conduct working conditions assessments and develop an action plan and strategies for improving working
  conditions
sssss. Collect teacher retention and attrition data and review the data to determine whether changes are needed in district policies and practices

Effective Support to Teachers and Principals
ttttt. Assess implementation of the Teacher Residency program and make needed changes based on data
uuuuu. Assess the success of the co-teaching support for new teachers and make needed changes based on data
vvvvv. Train additional lead teachers and mentors for the Teacher Residency program as needed
wwwww.          Use the state professional development standards, student data, and results of teacher evaluation in planning, conducting, and evaluating
  professional development

SCHOOL YEAR 4: 2013-2014 [LEA SCOPE OF WORK ACTIVITIES]
Measure Student Growth
   1. Pilot identified measures of student growth that can be used to supplement value-added growth data, such as growth in literacy levels,
      grade gains on supplemental tests, end-of-course exams and performance-based assessments.

   2. Pilot student growth measures for teachers in subjects or grade levels that do not have statewide standardized tests and/or value added
      data.

   3. Utilize teacher-student linkage tools to ensure the accuracy and quality of value-added data.
Evaluation Systems
   4. Implement locally developed teacher and principal evaluation system that includes but is not limited to multiple measures of student
      growth.

   5. Continue to work with ODE on OTES expectations in alignment with district evaluation systems.


                                                                            36
   6. Implement the plan to work with persistently low-performing teachers and administrators through continued individual evaluations,
      support and professional development.

   7. Use results of locally developed evaluation system to determine professional development needs, budget, promotions, retentions, and
      tenure.

   8. Provide aggregated effectiveness ratings of teachers and principals to state.
Equitable Distribution of Effective Teachers and Principals
Not applicable
Effective Support to Teachers and Principals
   9. Continue to analyze and implement the district Teacher Residency program for all new teachers.

   10. Continue to train new lead teachers and mentors through ODE required Teacher Residency program training and credentialing provided by
       state lead trainers.

   11. Use the state professional development standards, district and state RttT goals and priorities, and results of teacher evaluations in planning,
       conducting, and evaluating professional development.
SCHOOL YEAR 4: 2013-2014 [LEA ANNUAL PERFORMANCE MEASURE TARGETS]
MEASURE STUDENT GROWTH:
   1. Pilot identified measures of student growth that can be used to supplement value-added growth data, such as growth in literacy levels,
       grade gains on supplemental tests, end-of-course exams and performance-based assessments.
       Measure: RttT committees will analyze data to determine effectiveness of piloted measures of student growth for full implementation in
       2014-2015.

   2. Pilot student growth measures for teachers in subjects or grade levels that do not have statewide standardized tests and/or value added
      data.
      Measure: RttT committees will analyze student growth measures for teachers in subjects or grade levels that do not have statewide
      standardized tests and/or value added data for full implementation in 2014-2015.

   3. Utilize teacher-student linkage tools to ensure the accuracy and quality of value-added data.
      Measure: 100% of teacher-student linkage will be accurate.

EVALUATION SYSTEMS:
   4. Implement locally developed teacher and principal evaluation system that includes but is not limited to multiple measures of student
                                                                          37
       growth.
       Measure: 100% of teachers and administrators will be evaluated using the new system.

   5. Continue to work with ODE on OTES expectations in alignment with district evaluation systems.
      Measure: 100% of teachers and administrators will participate in ODE trainings on OTES expectations.

   6. Implement the individual improvement protocol to work with persistently low-performing teachers and administrators through continued
      individual evaluations, support and professional development.
      Measure: 100% of identified low-performing teachers and administrators, identified from using current evaluation tool, will be using the
      locally designed improvement plan in 2013-2014.

   7. Use results of locally developed evaluation system to determine professional development needs, budget, promotions, retentions, and
      tenure.
      Measure: PD, budget, promotion, retention, and tenure decisions will include evaluation system results.

   8. Provide aggregated effectiveness ratings of teachers and principals to state.
      Measure: 100% of aggregated ratings will be provided.

EFFECTIVE SUPPORT TO TEACHERS AND PRINCIPALS:
   9. Continue to analyze and implement the district Teacher Residency program for all new teachers.
      Measure: RttT transformation team will continue to assess the district and state programs through data analysis tools by June 2014.

   10. Continue to train new lead teachers and mentors through ODE required Teacher Residency program training and credentialing provided by
       state lead trainers.
       Measure: 100% of new lead teachers and mentors will be trained by June 2014.

   11. Use the state professional development standards, district and state RttT goals and priorities, and results of teacher evaluations in planning,
       conducting, and evaluating professional development.
       Measure: 100% of school/district professional development plans will meet state and federal guidelines by June 2014.




                                                                         38
                        Assurance Area E: Turning Around the Lowest-Achieving Schools
                             STATE PLAN SECTION: (E) (1) TURNING AROUND THE LOWEST-ACHIEVING SCHOOLS
Commitments:
• LEAs commit to implementing one of four Race-to-the-Top specified intervention models in schools designated as among the lowest 5%, and will
 implement the models in schools each year, to ensure implementation in all such schools within four years.
  [NOTE: This section is required only for LEAs with schools identified as persistently low-achieving]

• LEAs with a three-year average graduation rate of less than 80% commit to applying Race-to-the-Top funding to implement the linkage coordinator
 component of the Governor’s Closing the Achievement Gap initiative.
  [NOTE: This section is required only for districts with a graduation rate of less than 80%]

Goals:
Marysville Exempted Village Schools have no schools defined as Lowest-Achieving


Key Personnel:
Not applicable


Budget:
Not applicable




                                               LEA SCOPE OF WORK ACTIVITIES
                                         LEA ANNUAL PERFORMANCE MEASURE TARGETS
SCHOOL YEAR 1: 2010-2011 [SUGGESTED ACTIVITIES]

                                                                         39
xxxxx. Ensure that SIG-funded schools implement the selected intervention model
yyyyy. Participate in ODE-sponsored quarterly technical assistance sessions
zzzzz. Work collaboratively with ODE-assigned Transformation Specialist(s)
aaaaaa.Provide job-embedded professional development to staff
bbbbbb.         Provide increased learning opportunities to staff and students
cccccc. Implement social-emotional and community supports for students
dddddd.         Implement effective family engagement practices
eeeeee. Evaluate implementation of intervention model in SIG-funded schools
ffffff. Apply for continuation SIG funding
gggggg.Complete an application for initial SIG funding for non-SIG funded schools identified as persistently low-achieving
hhhhhh.         Work with schools in “Early Warning” status in coordination with regional support teams and the Office of Transforming Schools;
    conduct diagnostic review
iiiiii. Convene a Family and Civic Engagement (FCE) team
jjjjjj. Work with county Family and Children First Council
kkkkkk.         Develop a five-year Family and Civic Engagement plan and submit the plan to county Family and Children First Council
llllll. Participate in Family and Civic Engagement professional development, coaching and evaluation
mmmmmm. For districts with a three-year graduation rate lower than 80%, use RttT funds to implement linkage coordinators

SCHOOL YEAR 1: 2010-2011 [LEA SCOPE OF WORK ACTIVITIES]
Marysville Exempted Village Schools have no schools defined as Lowest-Achieving


SCHOOL YEAR 1: 2010-2011 [LEA ANNUAL PERFORMANCE MEASURE TARGETS]
Not applicable




SCHOOL YEAR 2: 2011-2012 [SUGGESTED ACTIVITIES]

nnnnnn.        Fully implement selected intervention models in SIG-funded schools
oooooo.Participate in ODE-sponsored quarterly technical assistance sessions
pppppp.        Work collaboratively with ODE-assigned Transformation Specialist(s)
qqqqqq.        Provide job-embedded professional development to staff
rrrrrr. Provide increased learning opportunities to staff and students
ssssss. Provide social-emotional and community supports for students
tttttt. Provide effective family engagement practices and supports
uuuuuu.        Evaluate implementation of intervention model
                                                                         40
vvvvvv.Complete application for continuation SIG funding
wwwwww.         Intervene in schools in “Early Warning” status and develop and implement a systematic plan to improve the school’s performance
xxxxxx. Participate in Family and Civic Engagement professional development, coaching and evaluation
yyyyyy.Report progress of Family and Civic Engagement plan to the county Family and Children First Council
zzzzzz. For districts with a three-year graduation rate lower than 80%, use RttT funds to implement linkage coordinators

SCHOOL YEAR 2: 2011-2012 [LEA SCOPE OF WORK ACTIVITIES]
Marysville Exempted Village Schools have no schools defined as Lowest-Achieving


SCHOOL YEAR 2: 2011-2012 [LEA ANNUAL PERFORMANCE MEASURE TARGETS]
Not applicable




SCHOOL YEAR 3: 2012-2013 [SUGGESTED ACTIVITIES]

aaaaaaa.         Continue full implementation of the intervention models
bbbbbbb.         Participate in all ODE-sponsored quarterly technical assistance sessions
ccccccc.         Work collaboratively with ODE-assigned Transformation Specialist(s)
ddddddd.         Evaluate implementation of intervention model and take steps to ensure continual deepening of the work
eeeeeee.         Assess progress in schools in “Early Warning” status and taketh additional corrective action if needed
fffffff. Complete application for continuation SIG funding
ggggggg.         Participate in Family and Civic Engagement professional development, coaching and evaluation
hhhhhhh.         Report progress of Family and Civic Engagement plan to the county Family and Children First Council
iiiiiii. For districts with a three-year graduation rate lower than 80%, use RttT funds to implement linkage coordinators

SCHOOL YEAR 3: 2012-2013 [LEA SCOPE OF WORK ACTIVITIES]
Marysville Exempted Village Schools have no schools defined as Lowest-Achieving


SCHOOL YEAR 3: 2012-2013 [LEA ANNUAL PERFORMANCE MEASURE TARGETS]
Not applicable



                                                                           41
SCHOOL YEAR 4: 2013-2014 [SUGGESTED ACTIVITIES]

jjjjjjj. Continue full implementation of the intervention models
kkkkkkk.        Participate in all ODE-sponsored quarterly technical assistance sessions
lllllll. Work collaboratively with ODE-assigned Transformation Specialist(s)
mmmmmmm. Evaluate implementation of intervention model and continually deepen the work
nnnnnnn.        Evaluate progress in schools in “Early Warning” status and take additional corrective action if needed
ooooooo.        Participate in Family and Civic Engagement professional development, coaching and evaluation
ppppppp.        Report progress of Family and Civic Engagement plan to the county Family and Children First Council
qqqqqqq.        For districts with a three-year graduation rate lower than 80%, use RttT funds to implement linkage coordinators

SCHOOL YEAR 4: 2013-2014 [LEA SCOPE OF WORK ACTIVITIES]
Marysville Exempted Village Schools have no schools defined as Lowest-Achieving


SCHOOL YEAR 4: 2013-2014 [LEA ANNUAL PERFORMANCE MEASURE TARGETS]
Not applicable




                                                                          42

								
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