RttT Summary Prepared by Beth Justice
February 11, 2011
By 2014, with the help of Race to the Top funds and through our continued commitment to the Ohio
improvement Process, the Washington Court House City School District will have made quantum leaps
toward becoming an exemplary district. The district will be a large learning community made up of
smaller learning communities working together for the common goal of outstanding student
achievement. All students will receive instruction through differentiation based on data derived from
high-quality assessments (purposeful, no longer than necessary, immediate feedback), with a focus on a
guaranteed and viable curriculum. The belief system of both students and adults in the system will be
that all students will learn and every student will have equal access to a curriculum fully aligned to the
standards adopted by the state of Ohio in June of 2010.
At a minimum, the Transformation Team will meet quarterly to review and revise the plan
The Transformation Team will provide periodic RttT updates to all stakeholders (internal and
external), including the school board
Section B: STANDARDS AND ASSESSMENT
The curriculum and assessments will be aligned with the new academic standards
The district commits to implementing a formative assessment program
Section C: INSTRUCTIONAL IMPROVEMENT SYSTEM/USING DATA TO IMPROVE INSTRUCTION
The district will adopt a qualifying instructional improvement system (IIS)
The district will continue to improve the district’s formative assessment practices
The district will provide its data to researchers, consistent with the state’s research agenda
The district will partner with institutions of higher learning and national research organizations
to evaluate and implement innovative education models
Section D: GREAT TEACHERS AND LEADERS
Measure Student Growth
The district commits to the use of Value-Added and other progress measures, such as Measures
of Academic Progress (MAP) to inform curriculum, instruction, and assessment decisions. This
would include supporting professional development.
The district commits to measuring student growth in non-tested subjects and grade levels.
The district commits to adopting a comprehensive evaluation system for annual evaluations of
all teachers and principals.
The district commits to using data and results from the evaluation system in the planning of
district professional development programs, in the decision-making process for budget
development and in promotion, retention, and tenure decisions.
The district commits to implement the Teacher Residency program.
Equitable Distribution of Effective Teachers and Principals
The district commits to implementing recruitment and professional development strategies to
increase the pool of effective teachers available in the district for hard-to-staff areas.
The district commits to ensuring that the most effective teachers will serve students with the
greatest needs in each building. (Our building configuration is one building for each grade band
– one building each for K-2, 3-5, 6-8, and 9-12).
Effective Supports to Teachers and Principals
The district will support the full implementation of the Teacher Residency Program for all new
The district will use the state’s professional development standards when designing,
implementing, and evaluating the effectiveness of professional development.