LEA Scope of Work - Ohio Department of Education by yaofenjin

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									                                                                                                                     SUBMIT




              LEA Scope of Work
 LEA Name:             Ohio Virtual Academy
 LEA IRN:              142950
 LEA Contact:          Mark B. Thogmartin

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.
  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 the Top strategy.

  This is an exhilarating moment, and the Ohio Department of Education is proud to be partners in this 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 in 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 form” 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.

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                                        R ACE TO THE T OP : LEA SCOPE OF W ORK
                                                             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?
By 2014, Ohio Virtual Academy's (OHVA's) curriculum will be fully aligned with the new academic content standards. All teachers and
administrators will be fully knowledgeable about the content standards that apply to and are tangent to their teaching assignments.

A school-level formative assessment system will be fully in place which will reflect both the content of the curriculum and the format of
high-stakes testing in which students will be assessed. In addition, a "formula-writing" model of instruction will be adopted by OHVA
teachers to prepare students to successfully respond to open-ended prompts.

OHVA will fully participate in all state assessments at every level, and will provide students with ample opportunities to prepare for the
assessments in advance using both online and paper-pencil instruments.

By 2014, OHVA will adapt/develop an instructional improvement system that is compatible with the state's recommended system.

OHVA will collaborate with external partners in the private and public sectors to assist in the evaluation and implementation of
continuing innovations in the schools unique online educational program.

By 2014, OHVA will have implemented a student-level value-added growth measurement system that is used extensively in the
evaluation and instructional improvement systems in the school.

OHVA will implement pilot programs, offer professional development, and incorporate best practices to assure experienced teachers
are serving students determined to be at risk.

By 2014, OHVA will implement one of the state's recommended models compatible with the online virtual school, to improve the
graduation rate to at least the levels targeted by the state.


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RACE TO THE TOP PRESSING ISSUES

What are your LEA’s most pressing issues in each of the four assurance areas?
Standar ds and Assessments
The passing rate performance of OHVA's grade 3-8 students on the Ohio Achievement Assessments have plateaued at levels below
the annual AYP targets, particularly in math. We believe this may be due, in part, to the resistance students have developed to
attempting or adequately completing open-ended questions. While analysis indicates that OHVA's curriculum is adequately aligned to
the existing standards, continuing development will need to take place in order to align with the new standards.
Using Data to Impr ove Instr uction
OHVA uses an asynchronous, mastery-based curriculum in grades K-8. Internal pre-post assessments and formative assessments
indicate that students are learning the material, but these assessment systems are inadequate in predicting performance on state
assessments. A consistent Instructional Improvement system needs to be developed that is consistent with our model, data-based,
and aligned to grade-level benchmarks and indicators.


Gr eat Teacher s and Leader s
We have developed a teacher evaluation system that is based on the state teacher standards and on internally-developed goals for
teachers. More work needs to be done to incorporate value-added growth data and passing rates on state assessments into the
teacher evaluation process. We have no consistent system to generate appropriate goals for teachers that are based in the
performance evaluation. Remediation systems for under-performing teachers need to be developed. OHVA needs to further develop
a performance-based incentive system that is tied directly to the performance evaluation.

Tur ning Ar ound the Lowest-Achieving Schools
Virtual charter schools such as the Ohio Virtual Academy experience a greater incidence of student in-year transitions – enrollment or withdrawals than their brick and mortar counterparts. The philosophy
guiding in-year enrollments at OHVA is based on a belief that all students have the right to exercise their school choice option and that the Ohio Virtual Academy may be the one school choice where the
student may find his/her best opportunity to succeed. A number of barriers exist in the enrollment process, all of which are outside of the direct control of the school, to address factors leading to a lower
graduation rate among OHVA students. As students transition into OHVA during the school year, many do so without an understanding of their current grade level placement, most recent grade card, and
official transcript. Once documentation is received many of the incoming students are behind academically, many significantly. Given the calculations to determine both state and national graduation rates,
schools like OHVA have an unlikely possibility of achieving this AYP goal without compromising our enrollment philosophy and doing what may be in the best interests of potential students. OHVA supports
graduation as a fundamental goal for all students. Student retention is among the goals established for all teachers at all grade levels. Individual course pass rates have been established to support students
moving forward towards an on-time graduation. Credit recovery courses in key core subjects, and creative ways to finance these courses, in order to allow for full student participation, need further
consideration. The administration of the Ohio Virtual Academy should consider collaborating with other virtual schools to recommend an alternative measure for high school graduation rates. Similarly, the
school’s administration should work with Ohio Department of Education representatives to identify barriers to effectively managing the enrollment process of new students into the virtual school such as
immediate online access to students’ OGT scores and high school transcripts once a release of records has been received by the school.



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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?
Select teachers and teacher leaders, all academic administrators and managers, board members, private sector consultants, and select RttT coaches and monitors will work together to
ensure the success of the Race to the Top initiative at the Ohio Virtual Academy. OHVA's school management company/curriculum provider, K12 Inc. is fully supportive of the effort, and
commits it's full resources including the curriculum development team and school management personnel. Our Community School Sponsor, the Ohio Council of Community Schools, is also
supportive of this grant, and will be updated through our annual review process.

In this model of virtual, online schooling, parents ("learning coaches") are vital partners in the schooling process. Parents will be informed of the ongoing progress of the RttT initiatives
through the instructional videos, newsletter articles, web site updates, live and recorded web conferences, reports to the OHVA Board of Directors, and through our school's Annual Report.
Stakeholders will have opportunities to provide ongoing feedback through web based surveys and live interactive informational sessions.

OHVA will align existing and new processes to the RttT initiative by providing needed professional development, encouraging and rewarding teamwork and collaboration, upgrading current
teacher/principal/department evaluation processes, establishing progress monitoring methods, utilizing existing and new reporting methods, reviewing and revising the annual improvement
plan and budget, adapting/developing an Instructional Improvement System, and analyzing data related the the RttT initiative at regular intervals.

OHVA has some unique risks. Significant school growth due to the school's increasing popularity among Ohio's families necessitates hiring large numbers of new staff throughout the school
year. At this point, most of these new teachers are still inexperienced in the virtual school model. Additionally, the curriculum and its delivery platform present demands which may stretch
each teacher's existing pedagogical framework. These teachers are challenged to provide immediate instruction, while simultaneously supporting students, parents, and learning coaches
who are also new to the virtual school model. Each of these parties needs a period of time to become comfortable with the tools available to them in order to maximize the full range of
benefits of the curriculum and virtual delivery mode.

Threats of reduced funding and legislative support creates a constant degree of uncertainty for virtual schools and charter schools. Reduced funding would impact the charter school
community more adversely because the schools already operate with significantly less financial support and have no way of making up for lost revenue through local taxation. OHVA's
school improvement status, modest teacher salaries, and diverse student demographics may create barriers to attracting the most talented and experienced Ohio teachers. The relative
newness of the virtual school model demands a tremendous degree of flexibility from teachers. The learning platform, curriculum, teaching strategies, assessment, intervention, parent
participation and support, and applications of technology are ever-changing, and for those who are accustomed to a more traditional, static teaching environment may find this to be quite
burdensome and unsettling. The risk associated with this is a school culture and climate that shifts away from embracing a pioneering spirit to replicating that which is evident in a majority of
brick and mortar schools throughout our state and nation - resistance to change, seeking comfort and security by embracing tradition. A constant flow of new educational and technology
initiatives may be perceived positively by parents and students, but some express a sense of overwhelm and resistance. As a RttT team, we must be sensitive to the spoken and unspoken
cues from parents and staff in order to maintain a healthy, yet challenging balance between acceptance of and resistance to our ongoing school improvement initiatives.

A large component of our improvement proposal is dependent on our collaboration with an outside private sector consultant. The consultant has committed to a four year school
improvement partnership throughout the life of the RttT grant. However, if the consultant or the company were to become unavailable, the OHVA RttT team would have to consider
appropriate next steps and a budget revision.

In spite of these risks, the Transition Team is enthusiastic about the planned Race to the Top initiatives. We believe the end result of the RttT programming will be higher levels of student
achievement and decreased levels of student attrition at the Ohio Virtual Academy.




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                                            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:
Full and transparent communication about the school's RttT commitments, activities, and expenditures to all stakeholders

Transformation Progress Monitors will assist administrators with initiating and monitoring RttT activities

Transformation team members will meet quarterly during the first year and periodically in subsequent years to maintain focus on RttT
commitments




Key Personnel: [List Transformation Team members and roles]
Administrators - 11
Jeff Shaw-Head of School; Jill Zdunczyk-Treasurer; Mark Thogmartin-Manager, Federal Programs; Bob Matthews- Curriculum and Testing Coordinator; Susie Ebie- Community/Parent Relations Coordinator; Randel Grieser- Manager, Special
Education; Jeff Humason-High School Principal; Jay Wollenburg-High School Cohort Leader; Ryan Clepper-Middle School Principal; Kristin Stewart-Elementary Principal; Allison Bentley-Asst. Principal; Chris Abke-ODE Consultant

Teachers - 12
High School Teachers: Andrew Smerekanich, Julie Keaton, Gina Demagall     Middle School Teachers: Kacie Traver, Amy Bowman, Laura Houser      Elementary/Title I/Special Ed Teachers: Debbie Wotring, Kristi Molter, Amy Clark, Jackie
Chambers, Sheryl Dean, Gary Raber


Budget:
$4,000.00




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                                                              LEA SCOPE OF W ORK ACTIVITIES
                                                        LEA ANNUAL P ERFORMANCE M EASURE T ARGETS

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]
Form a local Race to the Top Transformation Team with at least half of the team members being teachers

Ensure that Transformation Team Progress Monitors 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 regularly by the Head of School and RttT Transformation Team members.




SCHOOL YEARS 1-4: 2010-2014 [LEA ANNUAL PERFORMANCE MEASURE TARGETS]
A team of Transformation Progress Monitors will ensure teacher participation, comprehensive communication, and evaluation
beginning in year one.




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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:
• LEAs commit to participating in professional development on the new academic content standards and will contribute teacher and principal time
  to participate
• LEAs commit to revising existing local curricula in order to align with new state standards
Goals:
Instruction, curriculum and assessments will correlate with the new academic content standards.

A “formula writing” model of instruction will be adopted by OHVA teachers to prepare students to successfully respond to open-ended prompts.

Select Transformation Progress Monitors to ensure teacher participation, comprehensive communication, and evaluation with all RttT efforts


Key Personnel:
Administrators, Professional Development Coordinator, Formula writing consultant, Transformation Progress Monitors

Budget: $959,500

                                               LEA SCOPE OF W ORK
                                     LEA ANNUAL P ERFORMANCE M EASURE T ARGETS

SCHOOL YEAR 1: 2010-2011 [SUGGESTED ACTIVITIES]

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



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SCHOOL YEAR 1: 2010-2011 [LEA SCOPE OF WORK ACTIVITIES]
Become familiar with the new standards in English language arts, mathematics, science and social studies

Participate in professional development opportunities on the new standards

Implement a research-based school-wide plan to improve the ability of students to write well-integrated responses to open-ended
questions.

Select RttT Transformation Progress Monitors to ensure teacher participation, comprehensive communication, and evaluation




SCHOOL YEAR 1: 2010-2011 [LEA ANNUAL PERFORMANCE MEASURE TARGETS]
OHVA will provide professional development opportunities for 100% of staff on the new standards.

100% of students will use the formula writing strategy at least twice per week.

A team of up to five RttT Transformation Progress Monitors




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SCHOOL YEAR 2: 2011-2012 [SUGGESTED ACTIVITIES]

• Ensure all educators are familiar with the new standards in English language arts, mathematics, science and social studies
• Participate in professional development on the standards, associated curriculum models and new assessments
• 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
• Participate in professional development and/or pilot project opportunities on formative assessments and performance-based assessments
• 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]
Ensure all educators are familiar with the new standards in English language arts, mathematics, science and social studies.

Provide continuing professional development on the standards, integrated with curriculum and assessments.

Provide resources to assist teachers to implement the new standards.

Implement a research-based school-wide plan to improve the ability of students to write well-integrated responses to open-ended
questions.




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SCHOOL YEAR 2: 2011-2012 [LEA ANNUAL PERFORMANCE MEASURE TARGETS]
100% of teachers will participate in ongoing professional development on the new standards.

100% of teachers will receive a copy of the new content standards.

100% of parents will be given access to preview the new academic content standards.

100% of students will use the formula writing strategy at least twice per week.




SCHOOL YEAR 3: 2012-2013 [SUGGESTED ACTIVITIES]

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




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SCHOOL YEAR 3: 2012-2013 [LEA SCOPE OF WORK ACTIVITIES]
Ensure all educators are familiar with the new standards in English language arts, mathematics, science and social studies.

Provide continuing professional development on the new standards and state assessments, integrated with curriculum and
assessments.

Develop an alignment reference guide with the curricula and revise curricula to incorporate new standards.
Provide parent education on the new academic content standards.

Implement a research-based school-wide plan to improve the ability of students to write well-integrated responses to open-ended
questions.




SCHOOL YEAR 3: 2012-2013 [LEA ANNUAL PERFORMANCE MEASURE TARGETS]
100% teacher participation in continuing professional development on the new standards in English language arts, mathematics,
science and social studies.

100% of staff is given access to alignment reference guide.

OHVA staff will participate in state professional development in new academic content standards and assessments offered by ODE.

100% of students will use the formula writing strategy at least twice per week.




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SCHOOL YEAR 4: 2013-2014 [SUGGESTED ACTIVITIES]

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

SCHOOL YEAR 4: 2013-2014 [LEA SCOPE OF WORK ACTIVITIES]
Ensure all teachers are teaching to the new standards and revised local curricula.

Provide continuing professional development on the new standards and state assessments, integrated with revised curriculum.

Utilize an alignment reference guide with the curricula and revise curricula to incorporate new standards.

Formula writing strategies are integrated into course instruction.

Provide parent education on the new academic content standards.

Provide opportunities for students to participate in online practice testing for the new state assessments

Ensure all kindergarten teachers administer the expanded Kindergarten Readiness Assessment




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SCHOOL YEAR 4: 2013-2014 [LEA ANNUAL PERFORMANCE MEASURE TARGETS ]
100% teacher participation in continuing professional development on the new standards in English language arts, mathematics,
science and social studies.

100% of staff is given access to alignment reference guide.

OHVA staff will participate in state professional development in new academic content standards and assessments offered by ODE.

100% of students will use the formula writing strategy at least twice per week.




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                      Assurance Area C: Using Data to Improve Instruction
                                STATE PLAN SECTION: (C) (3) USING DATA TO IMPROVE INSTRUCTION
Commitments:
• LEAs with a functioning instructional improvement system (as defined by Race to the Top) commit to its active use at the classroom level
• LEAs without an instructional improvement system (as defined by Race to the Top) commit to adopt a qualifying system
• 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
• LEAs commit to making instructional improvement system data available to researchers, consistent with the state’s broader research agenda
• LEAs commit to partnering with institutions of higher education to evaluate and implement innovative education models

GoalS:
Each year, the Ohio Virtual Academy will prepare all students to meet or exceed the annual reading and math AYP targets achieving
the 100% proficiency benchmark by the 2013-14 school year.

OHVA will adapt/develop an instructional improvement system that is compatible with the state's recommended system.




Key Personnel:
Administrators

Curriculum and Assessment Coordinator

Transition Progress Monitors




Budget: $196,750


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                                                 LEA SCOPE OF W ORK
                                       LEA ANNUAL P ERFORMANCE M EASURE T ARGETS

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
 • Cooperate with research/evaluation initiatives as requested
SCHOOL YEAR 1: 2010-2011 [LEA SCOPE OF WORK]
The AIMSWeb assessment system will be incorporated into the grades K-2 program

The Scantron Performance Series will be administered at least twice per year to monitor student academic growth

3-12 teachers will generate a bank of extended response questions developed from the OAA/OGT released test items, Study Island
and the K12 OLS online school to use in short-cycle assessments.

Time lines will be established to collect and analyze the data from short-cycle assessments.

Teachers will differentiate their instruction to meet the needs of the individual student(s) based on student responses.

Determine whether the LEA has an Instructional Improvement System that meets the definition established by the USDoE




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SCHOOL YEAR 1: 2010-2011 [LEA ANNUAL PERFORMANCE MEASURE TARGETS]
In 2010-2011 grades 3-10 will utilize OAA/OGT scores as performance measures. In Reading and Math the Targets will match the
AYP targets as set by the Ohio Department of Education.

Grades K-2 will utilize student’s performance on AIMSweb assessments as performance measures. Professional development will be
coordinated to appropriately facilitate the effective use of AIMSweb.

Grades 3-10 will utilize student’s performance on Scantron Performance Series assessments as growth measures.


SCHOOL YEAR 2: 2011-2012 [SUGGESTED ACTIVITIES]

• (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]
AIMSWeb benchmark assessments will be used as a universal screener 3 times per year for grades K-2

The Scantron Performance Series will be administered at least twice per year to monitor student academic growth

3-12 teachers will implement a bank of extended response questions developed from the OAA/OGT released test items, Study Island and the K12 OLS online school.

Time lines for short cycle assessments will be twice a month starting in September, through the month of April.
Data will be collected and analyzed.

Teachers will differentiate their instruction to meet the needs of the individual student(s) based on student responses.

Evaluate existing strengths and weaknesses in the program at OHVA . Utilize achievement data to make appropriate adjustments.

Attend professional development on the Instructional Improvement System


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SCHOOL YEAR 2: 2011-2012 [LEA ANNUAL PERFORMANCE MEASURE TARGETS]
In 2011-2012 grades 3-10 will utilize OAA/OGT scores as performance measures with a goal of a minimum of 75% proficiency. In
Reading and Math the Targets will match the AYP targets as set by the Ohio Department of Education.

Grades K-2 will utilize student’s performance on AIMSweb assessments as performance measures. Professional development will be
coordinated to appropriately facilitate the effective use of AIMSweb.

Grades 3-10 will utilize student’s performance on Scantron Performance Series assessments as growth measures.




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




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SCHOOL YEAR 3: 2012-2013 [LEA SCOPE OF WORK]
AIMSWeb benchmark assessments will be used as a universal screener 3 times per year for grades K-2

The Scantron Performance Series will be administered at least twice per year to monitor student academic growth

3-12 teachers will implement a bank of extended response questions developed from the OAA/OGT released test items, Study Island and the K12
OLS online school.

Time lines for short cycle assessments will be twice a month starting in September, through the month of April. Data will be collected and analyzed.

Teachers will differentiate their instruction to meet the needs of the individual student(s) based on student responses.

Teacher teams lead by Department Chairs, Content Liaisons, and Teacher Leads will work together to coordinate the Ohio Academic Content
Standards; integrating the Grade Level Indicators for Reading and Math across all subjects to unify instructional efforts.

Evaluate existing strengths and weaknesses in the program at OHVA . Utilize achievement data to make appropriate adjustments.
Participate in acceptance testing of the Instructional Improvement System


SCHOOL YEAR 3: 2012-2013[LEA ANNUAL PERFORMANCE MEASURE TARGETS]
In 2012-2013 grades 3-10 will utilize OAA/OGT scores as performance measures with a goal of a minimum 75% passing rate. In
Reading and Math the Targets will match the AYP targets as set by the Ohio Department of Education.

Professional Development will be conducted for all teachers on transitioning from Academic Content Standards to Core Curriculum.

Grades K-2 will utilize student’s performance on AIMSweb assessments as performance measures. Professional development will be
coordinated to appropriately facilitate the effective use of AIMSweb.

Grades 3-10 will utilize student’s performance on Scantron Performance Series assessments as growth measures.




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SCHOOL YEAR 4: 2013-2014 [SUGGESTED ACTIVITIES]

• Assess the use of the Instructional Improvement System at the classroom level and continue to deepen the focus on data-based instruction
• Ensure all teachers have completed face-to-face and online professional development modules on content-specific formative assessments
• 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
• Participate in professional development on the implementation of new state assessments

SCHOOL YEAR 4: 2013-2014 [LEA SCOPE OF WORK]
AIMSWeb benchmark assessments will be used as a universal screener 3 times per year for grades K-2

The Scantron Performance Series will be administered at least twice per year to monitor student academic growth

3-12 teachers will develop and or revise the bank of extended response questions to transition from the OAA/OGT released test items to the Core Curriculum, while continuing the
use of Study Island and the K12 OLS online school. Realignment of all core curriculum content areas with Study Island and 3-12 curriculum will be take place by the end of the
school year.

 Time lines for short cycle assessments will be twice a month starting in September, through the month of April. Data will be collected and analyzed. Teachers will differentiate
their instruction to meet the needs of the individual student(s) based on student responses.

Teacher teams lead by Department Chairs, Content Liaisons and Teacher Leads will work together to coordinate the Ohio Core Curriculum Standards; integrating the Grade
Level Indicators for Reading and Math across all subjects to unify instructional efforts.

Evaluate existing strengths and weaknesses in the program at OHVA . Utilize achievement data to make appropriate adjustments.

Assess the use of the Instructional Improvement System at the classroom level and continue to deepen the focus on data-based instruction


SCHOOL YEAR 4: 2013-2014 [LEA ANNUAL PERFORMANCE MEASURE TARGETS]
In 2013-2014 grades 3-10 will utilize OAA/OGT scores as performance measures with a goal of a minimum 75% passing rate. In Reading
and Math the Targets will match the AYP targets as set by the Ohio Department of Education.

Professional Development will be conducted for all teachers to learn about transitioning from Academic Content Standards to Core
Curriculum.

Grades K-2 will utilize student’s performance on AIMSweb assessments as performance measures. Professional development will be
coordinated to appropriately facilitate the effective use of AIMSweb.



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                           Assurance Area D: Great Teachers and Leaders
Commitments:
Measure Student Growth

• 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.
• LEAs commit to identify measures of student growth for grades and subjects that do not receive value-added reports

Evaluation Systems

• 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
• 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
• 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)
• 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
• LEAs commit to including evaluation results as a significant input into tenure decisions
• 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


• 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,
                                                                       20
  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.)
• 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.


Effective Support to Teachers and Principals

• 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. LEAs commit to using the state’s professional development standards when designing and implementing
  professional development.
• 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 Support to Teachers and Principals )
Measure Student Growth
 By 2014, 100% OHVA staff will be trained in the understanding and use of value-added growth reports
 By 2014, OHVA will have in place a system to evaluate student growth data for grades and subjects that do not receive value-added reports
 By 2014, OHVA will fully incorporate value-added student-level data into the professional evaluation of teachers and principals

Evaluation Systems
  Implement a continuous evaluation process for teachers and principals in order to improve the effectiveness of online instruction.
  Revise and implement an evaluation system that incorporates annual student growth data

Equitable Distribution of Effective Teachers and Principals
  Place effective teachers with high risk students. In grades K-8 this would be in the Achievement Academy, in the High School this would be the Cohort Academy.
  Increase student retention and engagement levels as well as academic growth, measured by OAA/OGT and OLS data.
  Provide effective transitions for high risk students into more traditional Home Room settings.

Effective Support to Teachers and Principals
   Implement and evaluate the teacher residency program and make needed changes based on data that is collected.
   Use the state professional development standards, student data, and the results of the teacher evaluation in planning, conducting, and evaluating professionals.




                                                                                            21
Key Personnel:
Administrators
Value-added task force
Lead teachers/Department Chairs
Evaluation team task force members
Transition Progress Monitors
Staff Development Manager
TERP Mentors



Budget:
$239,430


                                                LEA SCOPE OF W ORK
                                      LEA ANNUAL P ERFORMANCE M EASURE T ARGETS

SCHOOL YEAR 1: 2010-2011 [SUGGESTED ACTIVITIES]

Measure Student Growth

• Examine current district and school practices related to the use of value-added data
• Attend professional development training sessions on the use of value-added data
• Utilize teacher-student linkage tools to ensure the accuracy and quality of value-added data
• Distribute and utilize annual value-added reports for principals and teachers with tested grades

Evaluation Systems

• 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
• 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


                                                                         22
Equitable Distribution of Effective Teachers and Principals

• Conduct a needs assessment to determine whether there are inequities in the assignment of educators to high-poverty and high-minority schools
• 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
• Participate in professional development on best-in-class recruitment and retention strategies and tools
• Build a high-quality applicant pool by establishing partnerships with teacher education programs and institutions
• 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

• 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
• For schools designated as persistently low-achieving, provide co-teaching support for new teachers
• Send lead teachers and mentors to required Teacher Residency program training and credentialing provided by state lead trainers
• Assess current professional development to determine if it meets state professional development standards
• Develop a professional development plan to support local Race to the Top strategies


SCHOOL YEAR 1: 2010-2011 [LEA SCOPE OF WORK ACTIVITIES]

Measure Student Growth
Examine available value-added data from 2009-10 school year

Evaluate current district and school practices related to the use of value-added data

Attend professional development training sessions on the use of value-added data

Utilize teacher-student linkage tools to ensure the accuracy and quality of value-added data (once ODE releases the tool)

Distribute and utilize annual value-added reports for principals and teachers with tested grades

Investigate how value-added student-level data can be incorporated into the professional evaluation of teachers and principals




                                                                                                                 23
Evaluation Systems
Establish task force 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.

Establish a plan for highly effective teachers to receive additional compensation as they demonstrate progress /improvement with the
lowest-achieving students.

Create plan to advise persistently low-performing teachers and principals of consequences of continued low performance.




                                                                  24
Equitable Distribution of Effective Teachers and Principals
Determine number of students eligible for K-8 Achievement Academy based on PAL Risk Assessment (upon enrollment) and levels
of engagement. HS will maintain Cohort Academy program currently in place.

Administrative teams will determine effective teachers from volunteer pool of HQT. Students will then be assigned to these
HomeRoom teachers.

Class sizes are anticipated to be smaller than traditional high engagement groups to allow for more one on one interaction. Students
will be expected to attend all mandatory CC sessions, as are their lower risk peers.

Incentive system for teachers developed to increase interest in participating in the Achievement Academy.
Teachers will participate in PD with their peers regarding retention strategies and tools.



Effective Support to Teachers and Principals
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.

Provide mentor teacher support for new teachers..

Send mentor teachers to required Teacher Residency Program training and credentialing provided by state lead trainers.

Assess current professional development to determine if it meets state professional development standards.

Develop a professional development plan to support local Race to the Top strategies.




                                                                  25
SCHOOL YEAR 1: 2010-2011 [LEA ANNUAL PERFORMANCE MEASURE TARGETS]
By June 2011, 100% of school academic administrators will participate in professional development on incorporating value-added
measures

By June 2011, 100% of designated school level teams will have created and aligned teacher and principal evaluation criteria.

By June 2011, 100% of students will be ranked according to a revised Engagement Rubric

100% of teachers will participate in PD regarding retention strategies and tools

100% of new teachers will meet the requirements of the TERP program

100% of teachers will participate in PD activities related to RttT




                                                                     26
SCHOOL YEAR 2: 2011-2012 [SUGGESTED ACTIVITIES]

Measure Student Growth

• Attend professional development training sessions on the use of value-added data
• Utilize teacher-student linkage tools to ensure the accuracy and quality of value-added data
• Distribute and utilize annual value-added reports for principals teachers with tested grades to inform professional development and areas of
  performance improvement
• Identify and field-test 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
• Determine how student growth will be measured for teachers in subjects or grade levels that do not have statewide standardized tests

Evaluation Systems

• Develop comprehensive models for teacher and principal evaluation, including timelines, activities, and personnel, with the goal of full
  implementation of new evaluation system by 2013-14
• Provide training to teachers and principals on the use of the new comprehensive evaluation system
• Begin piloting components of the revised evaluation system and use data to inform changes
• Report to ODE the status of the evaluation systems in terms of alignment to state and federal criteria
• Use data and results from the evaluation system in making decisions about professional development programs and budgets at the district and
  school level
• Review current process for removing ineffective teachers and principals and develop plan to remove persistently low performing teachers and
  principals
• 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

• 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.
• (For districts with turnaround schools) Conduct working conditions assessments and develop an action plan and strategies for improving
  working conditions
• Collect teacher retention and attrition data and review the data to determine whether changes are needed in district policies and practices
                                                                          27
Effective Support to Teachers and Principals

• Fully implement the Teacher Residency program for all new teachers
• For schools designated as persistently low-achieving, provide co-teaching support for new teachers
• Send lead teachers and mentors to required Teacher Residency program training and credentialing provided by state lead trainers
• Use the state professional development standards and results of teacher evaluations in planning, conducting, and evaluating professional
  development
• 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
Attend professional development training sessions on the use of value-added data

Utilize teacher-student linkage tools to ensure the accuracy and quality of value-added data

Distribute and utilize annual value-added reports for principal teachers with tested grades to inform professional development and
areas of performance improvement

Identify and field-test 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

Investigate assessment/diagnostic tools available from outside providers that may assist in tracking student growth

Determine how student growth will be measured for teachers in subjects or grade levels that do not have statewide standardized
tests

Incorporate value-added student-level data into the professional evaluation of teachers and principals at the 10% level




                                                                       28
Evaluation Systems
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.

Provide information to teachers and principals on the use of the new comprehensive evaluation system including the specific criteria
used in the evaluation process.

Develop a plan for highly effective teachers to receive additional compensation as they demonstrate progress /improvement with the
lowest-achieving students.

Implement plan to advise persistently low-performing teachers and principals of consequences of continued low performance.




                                                                 29
Equitable Distribution of Effective Teachers and Principals

Administration will utilize value added data as it is available to select effective teachers to participate in the Achievement Academy.
HS will retain Cohort Academy as designed.

Smaller class size (approx. 30 students initially) will be reviewed for effectiveness for K-8 Academy.

Students will be transitioned to lower risk, traditional HomeRoom settings as their engagement levels increase and OLS progress is
documented.

Success of Achievement Academy will be determined by student retention rates as well as lower risk status levels.

Professional development opportunities will be offered to all staff members on student engagement and retention.

Teacher incentives (stipends) will be awarded based on student growth, OAA/OGT scores, engagement, and retention.




Effective Support to Teachers and Principals

Fully implement the Teacher Residency Program for all new teachers.

Provide mentor support to new teachers.

Send mentors to required teacher residency program training and credentialing provided by state lead teachers.

Implement a comprehensive professional development plan to support local Race to the Top strategies

Use the state professional development standards and results of the teacher evaluations in planning, conducting and evaluating
professional development.




                                                                   30
SCHOOL YEAR 2: 2011-2012 [LEA ANNUAL PERFORMANCE MEASURE TARGETS]

By June 2012, 95% of teachers will participate in professional development on incorporating value-added measures

By June 2012, school administrator will implement a validation process for student-teacher linkages

By June 2012, 100% of designated school level teams will have designed a criteria based teacher and principal evaluation that is
aligned to state teacher/principal standards.

At least 50% of students determined to be at-risk, based on the revised Engagement Rubric, will be placed in an
Achievement/Cohort Academy

100% of new teachers will meet the requirements of the TERP program

100% of teachers will participate in PD activities related to RttT




                                                                     31
SCHOOL YEAR 3: 2012-2013 [SUGGESTED ACTIVITIES]


Measure Student Growth

• Ensure all teachers have participated in professional development training sessions on the use of value-added data
• Utilize teacher-student linkage tools to ensure the accuracy and quality of value-added data
• Distribute and utilize annual value-added reports for principals and teachers to inform professional development and areas of performance
  improvement
• 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
• Implement student growth measures for teachers in subjects or grade levels that do not have statewide standardized tests

Evaluation Systems

• Continue training and professional development on the new evaluation systems
• Make final adjustments to the evaluation systems in preparation for full implementation in Year 4
• Become familiar with the federal requirement to report aggregated effectiveness ratings for teachers to the state; provide requested data to the
  state
• Report to ODE the status of the evaluation systems in terms of alignment to state and federal criteria
• Use data and results from the evaluation system in making decisions about professional development programs and budgets at the district and
  school level
• Review current processes for granting tenure and develop a plan for rigorous tenure review using evaluation results and incorporating the new
  7-year timeframe for tenure
• Implement a plan to remove persistently low-performing teachers and principals
• 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

• 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
• 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)

                                                                        32
  are having the desired impact
• Conduct the Equitable Distribution of Effective and Highly Effective Educators Analysis
• (For districts with turnaround schools) Conduct working conditions assessments and develop an action plan and strategies for improving
  working conditions
• 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

• Continue implementation of the Teacher Residency program for all new teachers
• For schools designated as persistently low-achieving, provide co-teaching support for new teachers
• Provide feedback on performance to all lead teachers and mentors in the Teacher Residency program
• Use the state professional development standards and results of teacher evaluations in planning, conducting, and evaluating professional
  development
• 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
Ensure all teachers have participated in professional development training sessions on the use of value-added data

Utilize teacher-student linkage tools to ensure the accuracy and quality of value-added data

Distribute and utilize annual value-added reports for principal teachers with tested grades to inform professional development and areas of performance
improvement

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

Pilot selected assessment/diagnostic tools available from outside providers that may assist in tracking student growth

Implement student growth measures for teachers in subjects or grade levels that do not have statewide standardized tests

Incorporate value-added student-level data into the professional evaluation of teachers and principals at the 20% level



                                                                            33
Evaluation Systems
Continue training and professional development on the evaluation process

Make final adjustments to the evaluation process in preparation for full implementation in 2013-2014

Implement plan for highly effective teachers to receive additional compensation as they demonstrate progress /improvement with the
lowest-achieving students.

Continue to implement plan to remove persistently low-performing teachers and principals.




                                                                 34
Equitable Distribution of Effective Teachers and Principals

Evaluate class sizes and student success rates as measured by retention, OAA/OGT scores, and engagement levels.

Determine whether the Cohort and/or Achievement Academies are translating to student success.

Monitor and refine teacher selection strategies for participation in the Academies.

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




Effective Support to Teachers and Principals
Continue implementation of the Teacher Residency Program for all new teachers.

Provide mentor teachers for new teachers.

Provide feedback on performance to all mentors in the Teacher Residency Program.

Use the state professional development standards and results of the teacher evaluations in planning, conducting and evaluating
professional development.

Implement a comprehensive professional development plan to support local Race to the Top strategies




                                                                  35
SCHOOL YEAR 3: 2012-2013 [LEA ANNUAL PERFORMANCE MEASURE TARGETS]
By June 2013, 100% of teachers will participate in ongoing professional development on incorporating value-added measures

By June 2013, a system to incorporate growth measures for teachers in subjects or grade levels that do not have statewide
standardized tests will be developed and implemented

By June 2013, 100% of designated school level teams will have implemented a criteria based teacher and principal evaluation that is
aligned to state teacher/principal standards.

At least 75% of students determined to be at-risk, based on the revised Engagement Rubric, will be placed in an
Achievement/Cohort Academy

100% of new teachers will meet the requirements of the TERP program

100% of teachers will participate in PD activities related to RttT




                                                                     36
SCHOOL YEAR 4: 2013-2014 [SUGGESTED ACTIVITIES]

Measure Student Growth

• Ensure all teachers have participated in professional development training sessions on the use of value-added data
• Utilize teacher-student linkage tools to ensure the accuracy and quality of value-added data
• Distribute and utilize annual value-added reports for teachers and principals to inform professional development and areas of performance
  improvement
• 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

• Fully implement the new evaluation system and conduct annual evaluations of teachers and principals using the new evaluation system
• Continue training and professional development on the new evaluation system
• Provide aggregated effectiveness ratings for teachers to the state as required by the US Department of Education
• Use data and results from the evaluation system in making decisions about professional development programs and budgets at the district and
  school level
• 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
• Implement the plan to remove persistently low performing teachers and principals
• 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

• 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
• 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
• Conduct the Equitable Distribution of Effective and Highly Effective Educators Analysis
• (For districts with turnaround schools) Conduct working conditions assessments and develop an action plan and strategies for improving
  working conditions
• Collect teacher retention and attrition data and review the data to determine whether changes are needed in district policies and practices
                                                                         37
Effective Support to Teachers and Principals

• Assess implementation of the Teacher Residency program and make needed changes based on data
• Assess the success of the co-teaching support for new teachers and make needed changes based on data
• Train additional lead teachers and mentors for the Teacher Residency program as needed
• Use the state professional development standards, student data, and results of teacher evaluations in planning, conducting, and evaluating
  professional development

SCHOOL YEAR 4: 2013-2014 [LEA SCOPE OF WORK ACTIVITIES]
Measure Student Growth
Ensure all teachers have participated in professional development training sessions on the use of value-added data

Utilize teacher-student linkage tools to ensure the accuracy and quality of value-added data

Distribute and utilize annual value-added reports for teachers and principals to inform professional development and areas of
performance improvement

Select for purchase and use assessment/diagnostic tools available from outside providers that assist in tracking student growth

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

Incorporate value-added student-level data into the professional evaluation of teachers and principals at the 30% level




                                                                        38
Evaluation Systems
Continue training and professional development on the evaluation process

Fully implement the evaluation process for all teachers and principals.

Fully implement plan for highly effective teachers to receive additional compensation as they demonstrate progress /improvement
with the lowest-achieving students.

Fully implement plan to remove persistently low-performing teachers and principals.




                                                                  39
Equitable Distribution of Effective Teachers and Principals

Evaluate class sizes and student success rates as measured by retention, OAA/OGT scores, and engagement levels.

Determine whether the Cohort and/or Achievement Academies are translating to student success.

Monitor and refine teacher selection strategies for participation in the Academies.

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




Effective Support to Teachers and Principals

Assess implementation of the Teacher Residency Program and make needed changes based on data.

Assess the success of the mentor teaching support for the new teachers and make needed changes based on data.

Train additional mentors for the Teacher Residency Program as needed.

Use the state professional development standards, student data, and results of the teacher evaluation in planning, conducting and
evaluating professional development.




                                                                  40
SCHOOL YEAR 4: 2013-2014 [LEA ANNUAL PERFORMANCE MEASURE TARGETS]
By June 2014, 100% of teachers and principals will be evaluated using varied measures of student growth.

By June 2014, 100% of designated school level teams will examine and evaluate existing criteria based teacher and principal
evaluation tool.

100% of students determined to be at-risk, based on the revised Engagement Rubric, will be placed in an Achievement/Cohort
Academy

100% of new teachers will meet the requirements of the TERP program

100% of teachers will participate in PD activities related to RttT




                                                                     41
                  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:
Coordinate family engagement in order to enhance the school's ability to meet its academic mission, especially where home, school
and community collaboration is key to achieving that mission. Our goal is to strengthen the home/school/community partnership with
OHVA families. We seek to alleviate barriers to parents’ meaningful participation in school decisions, improvement planning, and
academic and social initiatives.




Key Personnel:
Family Outreach Liaison, High School Advisors, High School Counselors, Transition Progress Monitors, Teachers, Administration



Budget:
$205,870


                                                                    42
                                                 LEA SCOPE OF W ORK ACTIVITIES
                                           LEA ANNUAL P ERFORMANCE M EASURE T ARGETS
SCHOOL YEAR 1: 2010-2011 [SUGGESTED ACTIVITIES]

 • Ensure that SIG-funded schools implement the selected intervention model
 • Participate in ODE-sponsored quarterly technical assistance sessions
 • Work collaboratively with ODE-assigned Transformation Specialist(s)
 • Provide job-embedded professional development to staff
 • Provide increased learning opportunities to staff and students
 • Implement social-emotional and community supports for students
 • Implement effective family engagement practices
 • Evaluate implementation of intervention model in SIG-funded schools
 • Apply for continuation SIG funding
 • Complete an application for initial SIG funding for non-SIG funded schools identified as persistently low-achieving
 • Work with schools in “Early Warning” status in coordination with regional support teams and the Office of Transforming Schools; conduct
   diagnostic review
 • Convene a Family and Civic Engagement (FCE) team
 • Work with county Family and Children First Council
 • Develop a five-year Family and Civic Engagement plan and submit the plan to county Family and Children First Council
 • Participate in Family and Civic Engagement professional development, coaching and evaluation
 • 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]
Design comprehensive programming in response to stakeholders’ identified needs and desires.
Develop results-oriented, school-based programming to support parents’ participation in the academic and social programs of the school to foster increased academic
results and a richer family experience.
Develop a program of activities to assist our families in communication, organization, academic and social development.
Socially market the program, its goals and expected outcomes.
Assess success of the school’s programming (evaluation-driven and continuously improved upon).
Train staff and parents to assist in the program’s design and implementation.
Provide additional incentives and rewards for staff participation.
Implement programming in culturally competent ways.
Plan for programming that is family-centered and supportive.
Empower participants.
Maintain data to document and support the program’s achievements.


                                                                                  43
44
SCHOOL YEAR 1: 2010-2011 [LEA ANNUAL PERFORMANCE MEASURE TARGETS]
• Identify specific needs of various stakeholder groups by June, 2011.
• Develop results-oriented, school-based programming guide to foster parents’ participation in the academic and social programs of
the school to foster increased academic results and a richer family experience by June, 2011.
• Develop a program of activities to assist our families in communication, organization, academic and social development by June
2011.
• Socially market the program, its 2010-2011 goals and expected outcomes by June 2011.
• Assess success of the school’s programming by June 2011.
• Train staff and parents to assist in the program’s design and implementation by June 2011.
• Provide incentives and rewards for staff participation by June 2011.
• Implement programming in culturally competent ways.
• Maintain ongoing data log to document activities, participation, and stakeholders' perceptions that support the program’s
achievements.
Allocate 100% SIG funding to identified needs by the end of the school year




                                                                45
SCHOOL YEAR 2: 2011-2012 [SUGGESTED ACTIVITIES]

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

SCHOOL YEAR 2: 2011-2012 [LEA SCOPE OF WORK ACTIVITIES]
Fully implement selected intervention models in SIG-funded schools

Participate in all ODE sponsored quarterly technical assistance sessions
Work cooperatively with ODE-assigned Transformation Specialist(s)
Provide job-embedded professional development to staff
Provide social-emotional and community supports for students
Provide effective family engagement practices and supports
Evaluate implementation of RTI intervention model
Complete application for continuation SIG funding
Develop and implement a systematic plan to improve the school’s performance
Use RttT funds to train Academic Advisors as linkage coordinators
Complete application for continuation SIG funding




                                                                    46
47
SCHOOL YEAR 2: 2011-2012 [LEA ANNUAL PERFORMANCE MEASURE TARGETS]
Evaluate, improve and continue the first year plan using the allocated school improvement funds

100% of staff attending professional development will complete follow up activities to assess understanding of provided learning
opportunities

Implement 100% & improve upon plans established from ongoing meetings with transformations specialists

Implement engagement practices as a result of needs identified through survey feedback

Provide 100% of identified families with school and community support

Implement an intervention plan specifically targeting 100% of identified students

Train 100% of Academic Advisors as Linkage Coordinators




                                                                  48
SCHOOL YEAR 3: 2012-2013 [SUGGESTED ACTIVITIES]

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

SCHOOL YEAR 3: 2012-2013 [LEA SCOPE OF WORK ACTIVITIES]
Maintain increased learning opportunities to staff and students

Continue to work with our transformation specialists

Monitor & revise effective family engagement practices and supports

Monitor & revise as needed social-emotional and community supports for students




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50
SCHOOL YEAR 3: 2012-2013 [LEA ANNUAL PERFORMANCE MEASURE TARGETS]
100% of staff attending professional development will complete follow up activities to assess understanding of provided learning
opportunities

Implement 100% & improve upon plans established from ongoing meetings with transformations specialists

Monitor 100% of engagement practices as a result of needs identified through parent surveys

Provide 100% of identified families with school and community support




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SCHOOL YEAR 4: 2013-2014 [SUGGESTED ACTIVITIES]

• Continue full implementation of the intervention models
• Participate in all ODE sponsored quarterly technical assistance sessions
• Work collaboratively with ODE-assigned Transformation Specialist(s)
• Evaluate implementation of intervention model in SIG-funded schools and continually deepen the work
• Evaluate progress in “Early Warning” schools and implement additional improvement strategies as needed
• Participate in Family and Civic Engagement professional development, coaching and evaluation
• Report progress of Family and Civic Engagement plan to the county Family and Children First Council
• For districts with three-year graduation rate lower than 80%, use RttT funds to implement linkage coordinators

SCHOOL YEAR 4: 2013-2014 [LEA SCOPE OF WORK ACTIVITIES]
Continue promotion of increased learning opportunities to staff and students

Continue to work with our transformation specialists

Evaluate and modify effective family engagement practices and supports

Evaluate and modify as needed social-emotional and community supports for students




                                                                      52
53
SCHOOL YEAR 4: 2013-2014 [LEA ANNUAL PERFORMANCE MEASURE TARGETS]
100% of staff attending professional development will complete follow up activities to assess understanding of provided learning
opportunities

Evaluate, continue to improve & implement 100% of the plans established from ongoing meetings with transformations specialists

Monitor & evaluate 100% of engagement practices as a result of needs identified through parent surveys

Monitor & evaluate 100% of identified families with the provided school and community supports




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