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TALLMADGE CITY SCHOOLS DISTRICT CONTINUOUS IMPROVEMENT PLAN “TRADITION VISION EXCELLENCE” Initial Plan: April 2000 Revised: March 2003 Revised: September 2006 Revised: TALLMADGE CITY SCHOOLS District Continuous Improvement Team Planning Team Board of Education Mr. Jeff Ferguson Superintendent Mr. Thom Craig President Dr. Lynn Hruschak Director of Curriculum Mrs. Valorie Prulhiere Vice President Mr. Brad Croskey Director of Technology Mr. Dennis Loughry Member Dr. JoAnn Chirakos Director of Special Education Mr. Rick Kellar Member Ms. Diane Kilo Gifted Coordinator Mrs. Amy GoodsonBeal Member Mrs. Nancy Wack Communications Coordinator Mr. Becky DeCapua High School Principal Mrs. Joyce Conway High School Teacher Mr. Greg Misch Middle School Principal Mrs. Barb Scott Middle School Teacher Ms. Shelly Monachino Munroe Elementary Principal Mrs. Kathy Prochnow Munroe 5th Grade Teacher Mr. Andrew Wilson Dunbar Principal Ms. June Musolino Dunbar 2nd Grade Teacher Mrs. Karen Moore Overdale Principal Ms. Traci Kosmach Overdale Sp ED Teacher Vision and Mission Vision “We envision a future in which our schools are exemplary places of learning, producing graduates with the skills and values necessary to become productive and responsible citizens.” Mission “The mission of the Tallmadge City School district is to promote an educationally sound, safe, and challenging environment in which everyone is actively engaged in learning.” Tallmadge City Schools Beliefs We believe in and support … a comprehensive curriculum and modern resources that provide learning experiences which ensure success for each child in the 21st century. a respectful and cooperative learning environment that includes students, staff, parents/families, and community members. decision-making processes that are child-centered, data driven and research based. Our Beliefs form the underpinnings of our Mission and Vision . . . Tallmadge City Schools CIP GOAL … to continue as a district of excellence through 2009 as determined by multiple measures including the Local Report Card. CIP Strategies To develop a common understanding of and plan for implementation of a standards-based instructional and assessment system across the curriculum. To integrate reading, writing and mathematics standards and strategies across the curriculum. To review and analyze annual results and trends in reading, writing, mathematics, social studies and science to determine instructional needs and practices. Initiatives Supporting All Strategies Strategic Planning Maintain a district level CIP team to meet at least twice a year Maintain building-level CIP teams which will meet K-12, district wide, at least twice a year Leadership The board, superintendent, and treasurer will: Provide resources & allow reallocation of existing resources to meet literacy goals Analyze and review strategic process results at least annually Communicate policies, practices, expectations and results to staff and stakeholders Coordinate instructional practices with support services to enhance student learning On Going 06-07 07-08 08-09 Student and Stakeholder Focus Familiarize students and staff, and inform stakeholders about content standards which are … what kids should know and be able to do Inform students and stakeholders about our strategic plan which is … what we need to achieve and how we’re going to achieve it Continue to provide instruction driven by data and supported by quality work and other best practice research Invite input and involvement of students, staff, and stakeholders Initiatives Supporting All Strategies On Going 06-07 07-08 08-09 Human Resources Support & Process Management Information & Analysis Continue to develop a common understanding of and plan for implementation of a standardsbased instructional and assessment system across the curriculum Continue to orient all staff and provide for professional development and on-going support to the grade level indicators, benchmarks and standards in all content areas Integrate reading, writing and mathematics standards and strategies across the curriculum Provide opportunities for standardsbased cross content collaboration Continue to monitor subgroup growth within the district Continue to review and analyze Local Report Card Indicators and Performance Index data Continue to provide appropriate professional development and ongoing support Continue to review AYP data Continue to provide professional development in standards-based instructional strategies including differentiated instruction Continue to implement an appropriate process for support and facilitation of standards collaboration (Tuning Protocol) Continue to develop, implement and review/analyze/react to results of standards-based common, formative assessments Begin professional development of key staff in “value added” Continue professional development in and use of Progress Book and DASL Continue to review and analyze data on item analysis Continue to use ODE upgrades and online resources Continue to use other data resources within the district, such as DRA’s, Standford/OLSAT, etc CIP Action Planning and Implementation The Action Planning for each of the CIP Strategies are provided in all Building’s Continuous Improvement Plan. Utilizing district resources, support and initiatives … the buildings have designed an approach to accomplish each strategy and ultimately meet the CIP Goal. These Action Plans include information on: Strategic Planning Challenge Student Stakeholder Focus Objectives Leadership Team Members Issues to be Addressed Human Resources Support Management Action Plan Steps Information & Analysis Assessments The building plans are available on the Tallmadge City Schools’ website (‘Staff Resources’ link): www.tallmadge.k12.oh.us Glossary of Terms Action Plans: Short and long-term planning aimed at accomplishing those things that must be done well in order for a strategy or plan to succeed. Action plan development represents the critical stage in planning when goals are translated into specific actions. Alignment: Refers to consistency of district, building and classroom plans, actions, decisions and results. Effective alignment requires common understanding of purposes and goals as well as use of complimentary measures for planning, tracking and analysis of results. Beliefs and Vision: The school district and community develop a compelling vision of what schools can be and how schools should be related to the community. The vision must be consistent with a set of clearly articulated beliefs regarding the nature and purpose of schools. Data and Information: Decision making is based on factual information: measurement, data and analysis of data. Glossary of Terms Human Resources This. refers in part to the work core of the district: the relationship between the people in the organization and the work that must be done to achieve goals and improve performance. How well does the district, school or classroom enable workers to develop and utilize their full potential? How do we facilitate collaboration and teamwork? How are workers trained? Leadership How well do district, school and classroom leaders set and communicate direction for the organization, monitor progress toward goals and use principles of quality management? Teachers are leaders, principals are leaders and all district level activity is focused on providing direction and support for schools. There should be a visible commitment to continuous improvement. Results Refers to the desired outcomes of the district. Results are evaluated on the basis of current performance and relationship of results measures to key organizational performance requirements. Glossary of Terms Stakeholders Those individuals who have an interest or share in the outcomes of a venture. Students, teachers, parents and the community are the key stakeholders in an educational setting. The school district must have a clear focus on the needs of students as the primary customers for the work the school provides and on the needs and expectations of those whose support is needed if students are to be served effectively. Strategic Planning Strategic planning translates stakeholder needs into district, building and classroom goals, measures and action plans. Support and Process Management How are educational products and services designed, implemented and improved? How do we continually improve important processes? Is there a focus on making meaningful change to improve school services/processes and create increased value for stakeholders? Systematic Refers to approaches that are repeatable and use data or other concrete information so that improvement and learning are possible.