Transcript What does a Waynesville High School Graduate looks like???”

Building a Culture of High Expectations:
Creating a culture of success that provides each student with support, mentoring and
encouragement to get below-grade-level students to meet or exceed grade-level
standards and expectations
WLS is part of a small, rural school district in
northern Warren County. 900 Students are enrolled
at WMS & WHS for the 2012-13 school year with 60
students attending the WCCC. Both Schools have
been rated Excellent for the past 9 years.
The definition of INSANITY is doing the same thing over and over
again and hoping for different results.
Essential Questions:
Who is the customer?
What will you do this year to ensure ALL students experience success?????
How will you measure success?
Are you focused on Proficiency or Growth?
What will you do if students are not successful?
How do you determine success in your classroom/grade level/school????
Who is responsible for professional development?
Building a Culture of High Expectations
Who is the customer?
“What does a
Waynesville High School Graduate
look like???”
WHS Graduation Rate Ranked 24th in Ohio – Top 4 %
98% will have graduated in 4 years (78% state ave.)
Senior Year
58% participate in Athletics
97% participate in Fine Arts
11.6% will earn a Honors Diploma
Average GPA - 3.173
Average credits earned = 24.7
Class of 2013
35.2% have taken an AP
course – 81% will score
a 3 or higher on the AP
Test
ACT Ave. score
All Students - 21.8 (78% of the class took the act)
Four Year College – 22.5
Two Year – 18.3
Top 4 Majors
1.
Bio/medical
2.
Nursing
3.
Education
4.
Engineering
26% will have earned
College Credit through:
AP, PSEO or Dual Credit
90% passed the OGT on the First
Attempt
Each will earn $11,185.00 in
scholarships
19% will go into the workforce
3% will go into the military
51% will attend a four year college/university (5% out of state)
24% will attend a two year college/university
3% will attend a technical school
Performance Index Score – WHS is Ranked #173 out of 3,457 schools in Ohio - Top 5% in OHIO
WHS High Expectations
WHS- Grades 9-12
2012-13
A's B's C's D's
1482 1067 534 175
F's
58
Ranked #4 in the Dayton Region for SAT Scores
SUCCESS
Total
3316
with a A or B
76.87%
Failure %
1.75%
with a D or F
7.03%
Evaluating Current Programs
The WHS curriculum has three levels:
College-Preparatory
Honors
Advanced Placement (AP)
All low-level courses have been eliminated from the curriculum.
Increased expectations placed on the Middle School
All students complete, at the minimum, college-preparatory classes as
freshmen and sophomores.
Currently we offer Advanced Algebra, Geometry & Spanish at the middle
school level for HS Credit
Beginning in the junior year, students may go to the Warren County Career Center
21% Senior Class - WCCC Students
22% Junior Class - WCCC Students
WHS 12 Years Later ……..
Honors Courses Offered in 2001-02
Honors English 9
Honors English 10
Honors English 11
AP Eng 12
Honors Courses Offered in 2012-13
Honors English 9
Honors English 10
Honors English 11
AP Eng 12
AP Calculus
Honors Geometry
Honors Algebra II
Honors Pre-Calculus
Honors Calculus
AP Calculus AB and BC
Honors Biology I
Honors Biology II
AP American History
Honors Biology I
Honors Biology II
Honors Chemistry
AP Chemistry
AP Biology
Honors History 9
AP US History
AP European History
AP Art
Dual Credit Courses Offered in 2001-02 Dual Credit Courses Offered in 2011-12
None
English Composition
Pre- Calculus
Calculus
Building a Culture of High Expectations
What will you do this year to ensure ALL
students experience success?????
The Teacher starts with the end in mind – You have the power to do whatever
it takes to ensure success!
Set Learning Objectives
Look at current talent and put
those students in the
best possible situations for
success
Develop Lesson Plans
Break Standards/Indicators down into:
Individual
Group
Class
Teach Students how to handle adversity
High-Stakes Situations
Look at data from past performances
Collaborate with prior teacher or MS
Look at teachers/schools who are successful
State Standards/ACT/Grade 13
Scout Opponents
DIFFERENTIATE
Make Adjustments
Formative Assessment
DIFFERENTIATE
Make Adjustments
Look at current talent and put those students in the
best possible situations for success
S.M.A.R.T. Goals
Specific
Measurable
Achievable
Realistic
Timely
SLOs – Student Learning Objectives
Student Learning Objectives are targets of student growth that
teachers set at the start of the school year and strive to achieve by the
end of the semester or school year. These targets are based on a
thorough review of available data reflecting students' baseline skills and
are set and approved after collaboration and consultation with
colleagues and administrators.
Specific - A specific goal has a much greater chance of being accomplished than a general goal. To set a specific goal you must answer the six "W" questions:
*Who:
Who is involved? *What: What do I want to accomplish? *Where: Identify a location. *When: Establish a time frame.
*Which: Identify requirements and constraints. *Why:
Specific reasons, purpose or benefits of accomplishing the goal.
EXAMPLE: A general goal would be, "Get in shape." But a specific goal would say, "Join a health club and workout 3 days a week."
Measurable - Establish concrete criteria for measuring progress toward the attainment of each goal you set. When you measure your progress, you stay on
track, reach your target dates, and experience the exhilaration of achievement that spurs you on to continued effort required to reach your goal.
To determine if your goal is measurable, ask questions such as......How much? How many? How will I know when it is accomplished?
Achievable - When you identify goals that are most important to you, you begin to figure out ways you can make them come true. You develop the attitudes,
abilities, skills, and financial capacity to reach them. You begin seeing previously overlooked opportunities to bring yourself closer to the achievement of your
goals. You can attain most any goal you set when you plan your steps wisely and establish a time frame that allows you to carry out those steps. Goals that
may have seemed far away and out of reach eventually move closer and become attainable, not because your goals shrink, but because you grow and expand
to match them. When you list your goals you build your self-image. You see yourself as worthy of these goals, and develop the traits and personality that allow
you to possess them.
Realistic - To be realistic, a goal must represent an objective toward which you are both willing and able to work. A goal can be both high and realistic; you
are the only one who can decide just how high your goal should be. But be sure that every goal represents substantial progress. A high goal is frequently easier
to reach than a low one because a low goal exerts low motivational force. Some of the hardest jobs you ever accomplished actually seem easy simply because
they were a labor of love. Your goal is probably realistic if you truly believe that it can be accomplished. Additional ways to know if your goal is realistic is to
determine if you have accomplished anything similar in the past or ask yourself what conditions would have to exist to accomplish this goal.
Timely - A goal should be grounded within a time frame. With no time frame tied to it there's no sense of urgency. If you want to lose 10 lbs, when do you
want to lose it by? "Someday" won't work. But if you anchor it within a timeframe, "by May 1st", then you've set your unconscious mind into motion to begin
working on the goal. T can also stand for Tangible - A goal is tangible when you can experience it with one of the senses, that is, taste, touch, smell, sight or
hearing. When your goal is tangible you have a better chance of making it specific and measurable and thus attainable.
District Goals and Measures
Superintendent’s
BOE Goals
Developed through the Ohio Improvement Process
#1 – Improve Reading Performance
#2 - Improve Math Performance
Revised
Standards
Roll-out
Revised
Standards
Roll-out
Safe Harbor –
84%
Principal’s
Goal
Quality Core
Results
D3A2
Provide Lexile
Information
“The Plan” for
all grade 9
Teacher
Goals
RediStep for all
10th grade
students
ACT Practice
test for 11th/12th
Math facts
across the
curriculum
Safe Harbor –
51%
Quality Core
Results
The Plan” for all
grade 9
Revised
Standards
Roll-out
Monthly staff
Development
topics that
focus on goals
and measures,
rigor/relevance,
student
engagement,
formative
assessments
and
Collins Writing.
Building Level
Instruction
focused on
rigor/relevance
and student
engagement in
every classroom.
Develop
strategies that
reach all
students with
lesson plans
focused on
Differentiated
Instruction.
SMART Goals
RediStep for all
10th grade
students
Integration of
Technology
ACT/OGT
Alignment
ACT Practice
test for 11th/12th
Quarterly
6-12 Department
Meetings
ET/EH
80-100% of
all students
involved in
Active
Intervention and
Enrichment
Collins Writing
Collins Writing
Student
Goals
#3 Climate/PD
Peer
Observations
Quarterly
Research based
best practices in
ELA standards
Explore best
practices in the
area of
Mathematics
ACT - 22
ACT – 22
IPAD Walk
Through
Analyze Data
Analyze Data
Analyze Data
SMART Goals
All students
Actively engaged
in Reading
Specific -stated, Measurable –meaningful, Achievable-aligned, Realistic –relevant, Time based GOALS
Spartan Pride
Principal’s
Goals
Teacher
Goals
Teacher Template for Developing Goals for Individual Meetings
Developed supporting the Ohio Improvement Process/District Goals
#1 – Improve Reading Performance
#2 - Improve Math Performance
#3 Climate/PD
Individual
Specific -stated, Measurable –meaningful, Achievable-aligned, Realistic –relevant, Time based GOALS
Building a Culture of High Expectations
How will you measure success?
Grade Distribution
2010-11
Final Grades
ENGLISH
% of Students
% of Students
A's
B's
C's
D's
F's
Total
with a A or B
Failure %
with a D or F
31
60
18
10
2
121
75.21%
1.65%
9.92%
72
33
12
6
0
123
85.37%
0.00%
4.88%
11
28
30
9
0
78
50.00%
0.00%
11.54%
6.90%
24
61
23
8
0
116
73.28%
0.00%
10/11 Department Tot.
138
182
83
33
2
438
70.96%
0.41%
8.31%
09/10 Department Tot.
149
155
83
47
4
439
66.38%
1.03%
13.37%
08/09 Department Tot.
160
162
87
35
1
445
69.90%
0.26%
9.21%
07/08 Department Tot.
114
157
99
51
8
429
62.20%
1.70%
14.12%
06/07 Department Tot.
151
149
95
31
10
436
68.45%
2.23%
9.36%
05/06 Department Tot.
145
150
69
37
11
412
71.92%
2.62%
11.27%
04/05 Department Tot.
123
164
102
28
10
427
67.87%
2.11%
8.50%
03/04 Department Tot.
119
151
113
49
12
444
61.18%
2.78%
13.55%
MATH
A's
B's
C's
D's
F's
Total
with a A or B
Failure %
with a D or F
39
41
21
11
2
114
70.18%
1.75%
11.40%
27
42
30
14
2
115
60.00%
1.74%
13.91%
30
41
19
9
10
109
65.14%
9.17%
17.43%
24
38
20
7
2
91
68.13%
2.20%
9.89%
10/11 Department Tot.
120
162
90
41
16
429
65.86%
3.72%
13.16%
09/10 Department Tot.
118
172
91
18
11
410
70.32%
3.08%
7.64%
08/09 Department Tot.
84
156
139
51
13
443
52.71%
3.22%
15.11%
07/08 Department Tot.
100
126
101
67
35
429
53.14%
7.98%
23.47%
06/07 Department Tot.
81
120
100
61
18
380
49.41%
5.34%
22.89%
05/06 Department Tot.
97
98
100
64
21
382
50.65%
6.04%
23.17%
04/05 Department Tot.
104
116
80
67
5
372
57.16%
1.38%
21.23%
03/04 Department Tot.
59
104
129
78
32
402
41.31%
7.89%
26.29%
A's
B's
C's
D's
F's
Total
with a A or B
Failure %
with a D or F
27
51
20
2
2
102
76.47%
1.96%
3.92%
10
48
32
7
2
99
58.59%
2.02%
9.09%
8
35
36
21
14
114
37.72%
12.28%
30.70%
SCIENCE
29
49
32
4
0
114
68.42%
0.00%
3.51%
10/11 Department Tot.
74
183
120
34
18
429
60.30%
4.07%
11.81%
09/10 Department Tot.
87
175
122
62
22
468
56.01%
4.70%
17.90%
08/09 Department Tot.
80
131
140
54
30
435
49.09%
6.85%
19.11%
07/08 Department Tot.
85
119
120
86
24
434
67.86%
5.36%
16.07%
06/07 Department Tot.
79
85
83
57
27
331
32.16%
7.21%
21.83%
05/06 Department Tot.
68
120
104
56
9
357
40.50%
1.75%
12.92%
04/05 Department Tot.
61
132
114
49
17
373
48.73%
4.08%
17.08%
03/04 Department Tot.
59
109
114
50
22
354
43.18%
5.71%
23.57%
Five-Year School Score Summary (2012)
Waynesville High School
Ohio
Global
District Objective – Student Achievement
Waynesville High School Ranked 24th in the State of Ohio!!!!
WHS is ranked 24th on the list of high schools released by the Ohio Department of
Education. This places WHS in the top 3-4% of the high schools in OHIO (753).
WHS is also ranked 54th on the list of ALL schools (K-12) and places WHS in the
top 1.5% of ALL schools in OHIO (3440).
Performance
Index Score
2010-11
114.6
114.1
114
113.5
113.4
112.7
112.5
112.4
112.2
112.2
112
Building Name
District Name
Solon High School
Oakwood High School
Dublin Jerome High School
Minster High School
Turpin High School
Hudson High School
Toledo Early College High School
Rocky River High School
John Hay Early College High School
Aurora High School
Olentangy Liberty High School
Solon City
Oakwood City
Dublin City
Minster Local
Forest Hills Local
Hudson City
Toledo City
Rocky River City
Cleveland Municipal
Aurora City
Olentangy Local
Indian Hill High School
Indian Hill Exempted Village
Reynoldsburg High School eSTEM
Madeira High School
William Mason High School
New Albany High School
Walnut Hills High School
Mariemont High School
Chagrin Falls High School
Wyoming High School
Springboro High School
Reynoldsburg City
Madeira City
Mason City School District
New Albany-Plain Local
Cincinnati City
Mariemont City
Chagrin Falls Exempted Village
Wyoming City
Springboro Community City
111.9
111.9
111.9
111.8
111.8
111.7
111.7
111.4
111.1
Upper Arlington High School
Ottawa Hills High School
Waynesville High School
Upper Arlington City
Ottawa Hills Local
Wayne Local
111
111
110.8
Versailles High School
Versailles Exempted Village
110.7
112
What will you do this year to ensure ALL students experience success and growth?
Performance Index
The Performance Index (PI) is a calculation that
measures achievement/OGT test performance at the 3rd,
4th, 5th, 6th, 7th, 8th, and 10th (OGT) grade levels based
upon the number of students at each performance level.
The PI is calculated by assigning a weighted score to
each performance level in the following manner:
• Untested students - 0 points
• Below Basic/Limited - 0.3 points
• Basic - 0.6 points
• Proficient - 1.0 points
• Accelerated – 1.1 points
• Advanced - 1.2
The percentage of students at each performance level is
then multiplied by their respective weight, and the totals
for each performance level are summed to get the
building’s overall Performance Index score.
WHS Performance Index
112
110
108
106
104
102
100
98
WHS
Performance
Index
Gap Analysis Used for Student Achievement/ Benchmarks
District Objective – Student Achievement
How will you measure success/growth?
116
114
112
110
108
106
104
102
100
98
96
WHS Performance
Index
Solon High School
Performance Index
ACT Benchmarks and Goals
25
24
ACT Composite
Scores
23
English
22
Math
21
20
Reading
19
Science
18
Goal
Wayne Local Schools College and Career Readiness Model
6th Grade
Career Day
7th Grade
Kuder/OCIS
OAA (Reading and Math)
OAA (Reading and Math)
Practice Explore (scored by ACT) October Assessment Day
Iowa Testing
8th Grade
Kuder/OCIS
Real World Real Money
Mock Interviews
OAA (Reading, Science and Math)
MMGW Assessment (survey only)
Explore (scored by ACT) October Assessment Day
9th Grade
Kuder/OCIS
Career Day
Plan (scored by ACT) October Assessment Day
PSAT (not mandatory – moved to Saturday for 2012)
10th Grade
Kuder/OCIS
Career Day
Plan (scored by ACT)
October Assessment Day
OGT (Reading, Math, Science, Writing, Social Studies)
PSAT (not mandatory)
11th Grade
Kuder/OCIS
Career Day
College Day
ACT Practice Test (retired version scored internally)- October Assessment Day
ACT Test
PSAT (not mandatory)
12th Grade
Career Passport
College Day
ACT Practice Test
ACT Test
(retired version scored internally)-
October Assessment Day
Adoption of Revised Academic Content Standards and
Common Core State Standards
October Assessment Day - (Early Release)
7th Grade – Explore (Retired Version)
8th Grade – Explore (Scored by ACT)
9th Grade – Plan (Scored by ACT)
10th Grade – Plan (Scored by ACT)
11th Grade – ACT Practice Test (retired version scored internally)
12th Grade - ACT Practice Test (retired version scored internally)
ACT Test Date is ……
District Objective – Student Achievement/ Accountability (SLOs)
Class of 2014 Plan Results (2011)
Achievement
80%
72%
70%
58%
60%
51%
50%
Growth
On Target
41%
38%
40%
Nearly on Target
30%
25%
21%
20%
Individual Benchmarks
those who are ON TARGET (Plan score of 20 or above)
those who are NEARLY ON TARGET (Plan score of 18-19)
those who were OFF TARGET (Plan score of 17 or below)
15%
Not on Target
27%
22%
17%
13%
10%
0%
English
Math
Reading
Science
Gender
Grade
Comp (Iowa 2009)
Composite (Plan 2011)
Projected ACT
Goal - Comp Score of 24 (20 and above)
M
9
98
25
26-30
M
9
21
22-26
F
9
20
21-25
M
9
20
21-25
M
9
21
22-26
On Target
On Target
On Target
On Target
On Target
92
Gender
Grade
Comp (Iowa 2009)
Composite (Plan 2011)
Projected ACT
Goal - Comp Score of 24 (18 or 19)
F
9
76
18
19-23
F
9
76
18
19-23
M
9
70
18
19-23
M
9
79
18
19-23
F
9
68
18
19-23
Nearly on Target
Nearly on Target
Nearly on Target
Nearly on Target
Nearly on Target
Gender
Grade
Comp (Iowa 2009)
Composite (Plan 2011)
Projected ACT
Goal - Comp Score of 24 (17 and below)
M
9
68
16
16-20
F
9
13
13-17
F
9
50
17
17-21
F
9
65
15
15-19
F
9
90
17
17-21
Not on Target
Not on Target
Not on Target
Not on Target
Not on Target
Class of 2015 at or above benchmark (2010-11 Explore Results)
90%
ACT’s College Readiness Benchmarks
84%
80%
66%
70%
61%
Test
English
Mathematics
Reading
Science
EXPLORE
13
17
15
20
PLAN
15
19
17
21
ACT
18
22
21
24
62%
60%
50%
WMS
36%
40%
National
36%
27%
30%
20%
10%
10%
0%
English
Math
Reading
Science
We will divide our students into three groups:
those who are ON TARGET (met or exceeded the College Readiness Benchmarks)
those who are NEARLY ON TARGET (within 2 or fewer score points of meeting each Benchmark)
those who were OFF TARGET (more than 2 score points from meeting each Benchmark).
Class of 2014 at or above benchmark (2011 Plan Results)
Achievement
90%
80%
70%
77%
68%
62%
60%
50%
50%
WHS
42%
40%
National
34%
29%
30%
22%
20%
Growth
10%
0%
English
Math
Reading
Science
Professional
Practice
Framework
New Framework Approved at the November, 2011
State Board of Education Meeting
Building a Culture of High Expectations
Are you focused on Proficiency or Growth?
Percentage of students who passed the OGT on the first attempt
100%
93%
90%
90%
89%
90%
2012
2013
83%
78%
80%
70%
79%
76%
69%
60%
50%
40%
30%
20%
10%
0%
2005
2006
2007
2008
2009
2010
2011
2013
Results
1st
2nd
3rd
4th
5th
6th
COUNTY
SUBJECT
NUMBER
TESTED
PCT. PROF.
OR ABOVE
PERCENT
ADV.
PERCENT
ACCEL.
Adv+Accl
PERCENT
PROF.
PERCENT
BASIC
PERCENT
LIMITED
Mason
Mathematics
810
99
82.3
10.4
92.7
6.3
0.6
0.4
Wayne
Kings
Springboro
Mathematics
Mathematics
Mathematics
129
316
433
98.4
96.2
96.1
67.4
71.2
69.1
20.2
13.3
15.2
87.6
84.5
84.3
10.9
11.7
11.8
0.8
2.5
1.6
0.8
1.3
2.3
Lebanon
Mathematics
400
95.8
62.5
19.3
81.8
14
1.3
3
Carlisle
Mathematics
114
89.5
38.6
22.8
61.4
28.1
7
3.5
Frankin
Mathematics
187
89.3
43.9
25.7
69.6
19.8
6.4
4.3
Little Miami
Mathematics
SUBJECT
1st
2nd
3rd
4th
5th
Mason
Wayne
Kings
Lebanon
Springboro
Reading
Reading
Reading
Reading
Reading
88.9
PCT. PROF.
OR ABOVE
98.5
97.7
95.9
95.8
95.4
44.9
PERCENT
ADV.
40.4
24.6
30.1
26
37.9
24.8
PERCENT
ACCEL.
44
43.1
44.9
46.3
41.3
69.7
COUNTY
234
NUMBER
TESTED
811
130
316
400
433
84.4
67.7
75
72.3
79.2
19.2
PERCENT
PROF.
14.1
30
20.9
23.5
16.2
5.1
PERCENT
BASIC
1.1
1.5
3.5
3.3
3.2
6
PERCENT
LIMITED
0.4
0.8
0.6
1
1.4
6th
7th
8th
Little Miami
Reading
233
90.6
26.2
36.1
62.3
28.3
6.9
2.6
Carlisle
Frankin
Reading
Reading
90.4
89.7
PCT. PROF.
OR ABOVE
95.3
16.7
12.4
PERCENT
ADV.
54.2
39.5
38.4
PERCENT
ACCEL.
26
56.2
50.8
6.1
8.1
PERCENT
BASIC
4.2
3.5
2.2
PERCENT
LIMITED
0.5
7th
8th
Adv+Accl
COUNTY
SUBJECT
1st
Mason
Science
114
185
NUMBER
TESTED
810
80.2
34.2
38.9
PERCENT
PROF.
15.1
2nd
3rd
4th
5th
6th
7th
8th
Springboro
Science
433
93.5
56.6
22.6
79.2
14.3
5.5
0.9
Wayne
Lebanon
Kings
Little Miami
Frankin
Carlisle
Science
Science
Science
Science
Science
Science
SUBJECT
92.2
90.8
87.7
86.3
86
76.3
PCT. PROF.
OR ABOVE
52.7
36
39.6
29.9
23.7
21.9
PERCENT
ADV.
23.3
27
27.8
23.1
27.4
18.4
PERCENT
ACCEL.
76
63
67.4
53
51.1
40.3
COUNTY
129
400
316
234
186
114
NUMBER
TESTED
16.3
27.8
20.3
33.3
34.9
36
PERCENT
PROF.
7.8
8.3
11.1
11.5
11.3
19.3
PERCENT
BASIC
0
1
1.3
2.1
2.7
4.4
PERCENT
LIMITED
1st
2nd
3rd
4th
5th
6th
7th
8th
1st
2nd
3rd
4th
5th
6th
7th
8th
1st
2nd
3rd
4th
5th
6th
7th
8th
Adv+Accl
Adv+Accl
Mason
Social Studies
810
98.8
81.1
10.5
91.6
7.2
0.9
0.4
Wayne
Social Studies
130
96.9
66.9
15.4
82.3
14.6
2.3
0.8
Springboro
Kings
Frankin
Lebanon
Little Miami
Carlisle
Social Studies
Social Studies
Social Studies
Social Studies
Social Studies
Social Studies
SUBJECT
Mason
Wayne
Kings
Springboro
Little Miami
Lebanon
Carlisle
Frankin
Writing
Writing
Writing
Writing
Writing
Writing
Writing
Writing
COUNTY
SUBJECT
94.2
91.8
90.8
88.2
85.4
84.1
PCT. PROF.
OR ABOVE
96.8
96.2
94.3
94.2
92.3
92
90.4
86.6
PCT. PROF.
OR ABOVE
93
90.3
89.1
84.8
82.5
78
74.1
70.8
66.7
56.6
49.2
54.1
41.2
38.1
PERCENT
ADV.
2.1
0
2.5
2.5
0.9
1
0
0
PERCENT
ADV.
13.4
20.6
17.8
15.3
22.7
21.2
PERCENT
ACCEL.
67
62.3
62.3
65.7
48.3
52
41.2
29.6
PERCENT
ACCEL.
80.1
77.2
67
69.4
63.9
59.3
COUNTY
433
316
185
399
233
113
NUMBER
TESTED
811
130
316
432
234
400
114
186
NUMBER
TESTED
809
432
129
316
399
232
185
113
14.1
14.6
23.8
18.8
21.5
24.8
PERCENT
PROF.
27.7
33.8
29.4
25.9
43.2
39
49.1
57
PERCENT
PROF.
2.8
5.1
4.3
8
6.9
9.7
PERCENT
BASIC
2.8
3.8
4.7
3.7
5.6
6.5
7.9
11.3
PERCENT
BASIC
3
3.2
4.9
3.8
7.7
6.2
PERCENT
LIMITED
0.4
0
0.9
2.1
2.1
1.5
1.8
2.2
PERCENT
LIMITED
Mason
Springboro
Wayne
Kings
Lebanon
Little Miami
Frankin
Carlisle
All
All
All
All
All
All
All
All
Five
Five
Five
Five
Five
Five
Five
Five
Adv+Accl
69.1
62.3
64.8
68.2
49.2
53
41.2
29.6
Adv+Accl
2013
Results
1st
2nd
3rd
4th
5th
6th
7th
8th
1st
2nd
3rd
4th
5th
6th
7th
8th
1st
2nd
3rd
4th
5th
6th
7th
8th
1st
2nd
3rd
4th
5th
6th
7th
8th
1st
2nd
3rd
4th
5th
6th
7th
8th
1st
2nd
3rd
4th
5th
6th
7th
8th
COUNTY
SUBJECT
Mason
Wayne
Kings
Springboro
Lebanon
Little Miami
Frankin
Carlisle
Mathematics
Mathematics
Mathematics
Mathematics
Mathematics
Mathematics
Mathematics
Mathematics
COUNTY
SUBJECT
Mason
Springboro
Kings
Lebanon
Wayne
Little Miami
Carlisle
Frankin
Reading
Reading
Reading
Reading
Reading
Reading
Reading
Reading
COUNTY
SUBJECT
Mason
Springboro
Wayne
Kings
Lebanon
Little Miami
Frankin
Carlisle
Science
Science
Science
Science
Science
Science
Science
Science
COUNTY
SUBJECT
Mason
Wayne
Springboro
Kings
Lebanon
Frankin
Little Miami
Carlisle
Social Studies
Social Studies
Social Studies
Social Studies
Social Studies
Social Studies
Social Studies
Social Studies
COUNTY
SUBJECT
Mason
Springboro
Kings
Wayne
Lebanon
Little Miami
Carlisle
Frankin
Writing
Writing
Writing
Writing
Writing
Writing
Writing
Writing
COUNTY
SUBJECT
Mason
Springboro
Wayne
Kings
Lebanon
Little Miami
Frankin
Carlisle
All Five
All Five
All Five
All Five
All Five
All Five
All Five
All Five
NUMBER
TESTED
810
129
316
433
400
234
187
114
NUMBER
TESTED
811
433
316
400
130
233
114
185
NUMBER
TESTED
810
433
129
316
400
234
186
114
NUMBER
TESTED
810
130
433
316
399
185
233
113
NUMBER
TESTED
811
432
316
130
400
234
114
186
PCT. PROF.
OR ABOVE
99
98.4
96.2
96.1
95.8
88.9
89.3
89.5
PCT. PROF.
OR ABOVE
98.5
95.4
95.9
95.8
97.7
90.6
90.4
89.7
PCT. PROF.
OR ABOVE
95.3
93.5
92.2
87.7
90.8
86.3
86
76.3
PCT. PROF.
OR ABOVE
98.8
96.9
94.2
91.8
88.2
90.8
85.4
84.1
PCT. PROF.
OR ABOVE
96.8
94.2
94.3
96.2
92
92.3
90.4
86.6
PERCENT
ADV.
82.3
67.4
71.2
69.1
62.5
44.9
43.9
38.6
PERCENT
ADV.
40.4
37.9
30.1
26
24.6
26.2
16.7
12.4
PERCENT
ADV.
54.2
56.6
52.7
39.6
36
29.9
23.7
21.9
PERCENT
ADV.
81.1
66.9
66.7
56.6
54.1
49.2
41.2
38.1
PERCENT
ADV.
2.1
2.5
2.5
0
1
0.9
0
0
PERCENT
ACCEL.
10.4
20.2
13.3
15.2
19.3
24.8
25.7
22.8
PERCENT
ACCEL.
44
41.3
44.9
46.3
43.1
36.1
39.5
38.4
PERCENT
ACCEL.
26
22.6
23.3
27.8
27
23.1
27.4
18.4
PERCENT
ACCEL.
10.5
15.4
13.4
20.6
15.3
17.8
22.7
21.2
PERCENT
ACCEL.
67
65.7
62.3
62.3
52
48.3
41.2
29.6
NUMBER PCT. PROF. PERCENT
TESTED OR ABOVE
ADV.
809
93
432
90.3
129
89.1
316
84.8
399
82.5
232
78
185
74.1
113
70.8
PERCENT
ACCEL.
Adv+Accl
92.7
87.6
84.5
84.3
81.8
69.7
69.6
61.4
Adv+Accl
84.4
79.2
75
72.3
67.7
62.3
56.2
50.8
Adv+Accl
80.2
79.2
76
67.4
63
53
51.1
40.3
Adv+Accl
91.6
82.3
80.1
77.2
69.4
67
63.9
59.3
Adv+Accl
69.1
68.2
64.8
62.3
53
49.2
41.2
29.6
Adv+Accl
PERCENT
PROF.
6.3
10.9
11.7
11.8
14
19.2
19.8
28.1
PERCENT
PROF.
14.1
16.2
20.9
23.5
30
28.3
34.2
38.9
PERCENT
PROF.
15.1
14.3
16.3
20.3
27.8
33.3
34.9
36
PERCENT
PROF.
7.2
14.6
14.1
14.6
18.8
23.8
21.5
24.8
PERCENT
PROF.
27.7
25.9
29.4
33.8
39
43.2
49.1
57
PERCENT
BASIC
0.6
0.8
2.5
1.6
1.3
5.1
6.4
7
PERCENT
BASIC
1.1
3.2
3.5
3.3
1.5
6.9
6.1
8.1
PERCENT
BASIC
4.2
5.5
7.8
11.1
8.3
11.5
11.3
19.3
PERCENT
BASIC
0.9
2.3
2.8
5.1
8
4.3
6.9
9.7
PERCENT
BASIC
2.8
3.7
4.7
3.8
6.5
5.6
7.9
11.3
PERCENT
LIMITED
0.4
0.8
1.3
2.3
3
6
4.3
3.5
PERCENT
LIMITED
0.4
1.4
0.6
1
0.8
2.6
3.5
2.2
PERCENT
LIMITED
0.5
0.9
0
1.3
1
2.1
2.7
4.4
PERCENT
LIMITED
0.4
0.8
3
3.2
3.8
4.9
7.7
6.2
PERCENT
LIMITED
0.4
2.1
0.9
0
1.5
2.1
1.8
2.2
PERCENT
PROF.
PERCENT
BASIC
PERCENT
LIMITED
Building a Culture of High Expectations
What will you do if students are not successful?
Providing Intervention Opportunities
During the School Day
WHS Schedule
Warning Bell
7:30
1st Period
7:35-8:22
2nd Period
8:25-9:12
3rd Period
9:15 - 10:02
4th Period
10:02 - 12:02
A Lunch - 10:02 - 10:32 Class - 10:35 - 11:32
C Lunch - 11:02 - 11:32 Class - 10:05 - 11:02
ET/EH
11:35 - 12:02
5th Period
6th Period
7th Period
Buses Depart
12:05 - 12:52
12:55 - 1:42
1:45 - 2:32
2:37
Intervention at WHS
AP Intervention
Academic Intervention
OGT Intervention
Band
ACT/PSAT
Intervention
Data
Support
Groups offered
by Guidance
Honors
Biology II
Supportive
Peers
Commons/
Gym
Writing Center
Parent
Support
High
Expectations
Communication
Peers
Teacher
Support
ET/EH - Intervention
Monday
Student’s Report to their
Homeroom
*Band/Supportive
Peers/Hon. Biology II
report to class
Homeroom Teacher post
student list for ET/EH.
Student Council, SADD
and NHS Alternate
Mondays for meetings
Tuesday-Friday
Student’s Report to their
ET/EH Assignment
or
Gym/Commons Area
or
Computer Lab/Media
Center
*Band/*Supportive Peers/Hon.
Biology II
*Are available for ET/EH
FRIDAY
* All Students are available
for ET/EH
TEACHER EMAILS ET/EH
NAMES FOR NEXT WEEK
BY 2:32
Supportive Peers- application and approval required by Supportive Peer Teacher This class is available to juniors and seniors who are interested in working in
an inclusive environment with students who have exceptional needs. Students will be required to participate in training prior to beginning of the school year
(Friday, August , 2012) and will receive instruction during the homeroom period. Supportive peers will be responsible for monitoring student work in the class
and assist the peer in adjusting to being in the mainstream school population. Peers are expected to be positive role models and advocates for the student(s)
with whom they are working. This class is offered for credit and those enrolled will not be responsible for any course work in the peer's class, but rather for the
curriculum established for the Supportive Peer Program.
Supportive peers can be taken for either 1/2 credit (semester) or for 1 credit (year).
ET/EH PLACEMENTS
2002-2003
Academic Intervention 1,981
students = 70 Students each
week placed in intervention.
65 students each week placed
in proficiency intervention.
100 Students in Band
20 Students in Hon. Bio II
58% Involved in Active
Intervention or Instruction
2012/13
Academic Intervention – *4,222
students = 142 Students each
week placed in intervention.
*Includes all of the following:
OGT Intervention Students
Students in Band
Students in Hon. Bio II
Students in AP Courses
Students in Art
Supportive Peers
85% Involved in Active
Intervention or Instruction each
week
Evaluating Current Programs
Building a Culture of High Expectations
How do you determine success in your
classroom/grade level/school????
Teacher-Based Teams
Using Teacher-Based Teams to
“Connect the Dots”
5 Step Process
•
•
•
•
•
Collect Evidence of Student Learning
Analyze Assessment Results
Plan for Instruction
Implement with Fidelity
Re-assess and Evaluate Effectiveness
• Ohio has many programs and initiatives to prepare students for a 21st
Century global economy.
• It is important to create connections.
– “Connect the Dots” between the plethora of programs and
initiatives that currently exist
The Big Picture
What Teachers Teach
How Teachers Deliver Instruction
Measures of Student Learning
Measures of Educator Effectiveness
The Big Picture
In order to understand The Big Picture, these programs and
initiatives can be arranged into four organizational clusters:
• What Teachers Teach (1)
– Ohio’s New Learning Standards
– Common Core State Standards
• How Teachers Deliver Instruction (2)
– FIP Your School
– Diamond of Success
The Big Picture
• Measures of Student Learning (3)
– FAMS
– Performance Assessments
– End-of-Course Exams
– Response to Intervention
– Diamond of Success
– Student Learning Objectives
– Student Growth Measures
– Link and Value-Added
– PARCC Assessments
The Big Picture
• Measures of Educator Effectiveness (4)
– Student Growth Measures
– Student Learning Objectives
– Performance Based Compensation
– Link and Value-Added Analysis
– Ohio Principal Evaluation System
– Ohio Teacher Evaluation System
Collaboration
• Collaboration is the key to addressing the four organizational clusters:
– What Teachers Teach
– How Teachers Deliver Instruction
– Measures of Student Learning
– Measures of Educator Effectiveness
Four Levels of Collaboration
 District Level (DLT)
 Building Level (BLT)
 Teacher Based Teams (TBT) - Grade level/discipline
 Classroom Level - Interaction between teacher and student
Four Levels of Collaboration
• Classroom and TBT are the most critical levels to success.
• “Collaboration,” “Active Agreement,” and “High Expectations” are critical
to adapt to change.
• At the classroom level; the teacher is making “real-time” decisions in the
classroom.
– Day by day; period by period; minute by minute
• Teacher-Based Teams (TBT); collectively respond to all student needs:
– Top 20%
– Gifted
– “Moving the Middle”
– Bottom 20%
– Title I
– Special Needs/504
– ELL (ESL)
Response to Intervention (RTI) Model
Enrichment Lessons or Additional Elective Days
Higher Level Guided and Independent Reading During “No New Instruction Period”
Enrichment Lessons via Technology Classes/Resources
Mastery
80%
Before Instruction
1. Teacher reviews the unit pacing guide and assessments are created before instruction
2. Teacher reviews the unit common assessment and answer key to identify criteria of student work indicating
mastery of learning target each and every day
3. Teacher clearly understands the content and essential understandings (the big ideas students must learn)
Non-Mastery
Level 1
Student is placed into ET/EH “No New Instruction Period”
High Quality Corrective Teaching During Intervention Four Times Weekly
Frequent Parent Contacts- Email/Phone Calls
Principal/Guidance Check Every Three Week
Level 3
IAT
Collect Data
Check in Four Weeks
Level 2 (in addition to level 1)
Goal Setting- SLOs/SMART
Parent Meeting–Strategies Selected
Set Date–Check in Three Weeks
Collect Data
Building a Culture of High Expectations
Who is responsible for professional
development?
Professional Development – Old School
Professional Development – The Future
Professional Development Meetings
PD meetings will be scheduled once every month at 2:45 P.M. All faculty members must attend these meetings unless emergencies prevent their attendance. Extracurricular activities do not excuse faculty members from attending. All faculty members are expected to stay for the entire meeting. Minutes will be included in the
board report each month.
Effective school cultures: don’t simple encourage individuals to go off and do whatever they want, but rather, establish clear parameters and priorities that enable
individuals to work within established boundaries in a creative autonomous way. They are characterized by directed empowerment or a culture of discipline and
accountability.
Professional Development Dates
Dates for Professional Department Meetings for 2012-2013 School Year
WHS Department Meeting (9-12)
September 4th 2:45
October 1st 2:45
November 5th – 2:45
December 3rd – 2:45
January 7th – 2:45
February 4th – 2:45
March 4th – 2:45
April 1st – 2:45
May 6th – 2:45
WHS Staff /PD Meetings
Sept. 17th—2:45
October 15th—2:45
November 19th— 2:45
December 17th— 2:45
January 21st – 2:45
February 18th – 2:45
March 18th – 2:45
April 15th – 2:45
May 20th – 2:45
Achievement
WHS Professional Development Days—No Students - Full Day
August 16th (Building Meeting/ Work in Classroom)
August 20th (Fip Training / Department Meetings)
November 2nd (1/2 day Department Meetings K-2, 3-5, 6-12, 1/2Day Building PD)
February 1st (1/2 day Department Meetings K-2, 3-5, 6-12, 1/2Day Building PD)
WHS Professional Development Days—1 hour Late Starts
September 26th—6-12 Department Meetings
Nov. 14th—6-12 Department Meetings
May 8th—6-12 Department Meetings
Growth
Lexile.com
The Lexile Framework for Reading
Matching readers with texts
http://www.thereadingwarehouse.com/DEV/search.php?Lexile=1290
http://www.lexile.com/about-lexile/lexile-overview/
http://www.lexile.com/analyzer/
“Typical” Reader – Lexile measures by Grade:
Grade
1
Up to 300 L
2
140 - 500 L
3
330 - 700 L
4
445 - 810 L
5
565 - 910 L
6
665 - 1000 L
7
735 - 1065 L
8
805 - 1100 L
9
855 - 1165 L
10
905 - 1195 L
11&12
940 - 1210 L
ACT has established progressive Lexile Ranges aligned to College and Career
Readiness Expectations for all students:
Grades
2-3
4-5
6-8
9-10
11-CCR
450 – 790 L
770 – 980 L
955 – 1155 L
1080 – 1305 L
1215 – 1355 L
Find A Book
Professional Development linked to District Objectives
Reading, Writing and Thinking





47 Minutes of Learning
HSTW
Formative Assessments
Marzano - Acquisition of Vocabulary – Building Background Knowledge
RttT
Using data to improve classroom instruction (value-added, formative assessments)
Innovative opportunities and models for Ohio’s schools and education leaders
Expanding effective educator preparation programs
Integration of the new Content Standards and Model Curricula into the classroom
Research-based high quality instructional practices
Teacher evaluation systems that integrate student growth measures
Ohio Principal and Teacher Evaluation Systems





Short Cycle Assessments
Reading and Writing Strategies
Collins Writing
HSTW Focus Groups
Professional Learning Communities
Blooms , Blooms, Blooms……