Race to the Top
Overview: Race to the Top (RttT) is a $4.35 billion federal education program funded through the American Recovery and Reinvestment Act (aka stimulus)
RttT was a competitive grant program designed to encourage and reward States that are:
- creating the conditions for education innovation and reform;
- achieving significant improvement in student outcomes, including making substantial gains in student achievement,
- closing achievement gaps, improving high school graduation rates, and ensuring student preparation for success in college and careers; and
- implementing ambitious plans in four core education reform areas.
Ohio was one of 10 winners of round 2 of Race to the Top. Click hereto learn more about Ohio's RttT Plan.
- Total grant award to the state was $400 million
- Just over half of the $400 million will be distributed to 488 participating districts and charter schools over the next 4 years
- Harrisburg Pike’s estimated award is over $190,000 for the 4 grant year
- Ohio’s plan has 5 main goals:
- 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.
OHIO Investing in Student Success
LEA Scope of Work
Year 3
LEA Name:
Harrisburg Pike Community School
LEA IRN:
009954
LEA Contact:
Stefanie Lowery
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 theTop strategy.
This is an exhilarating moment, and the Ohio Department of Education is proud to be partners in the complex but meaningful work with your districts and community schools. The ultimate success of Ohio’s Race to the Top strategy lies within the leadership of our participating districts and schools. Race to the Top is a strategy for the entire state, but each of you will drive the change which will propel our work to the next level.
While we have a great opportunity, we also realize that this is no small challenge and the clock is ticking. Ohio’s children cannot wait and we must act boldly now. Over the next four years, our goals are to reduce achievement gaps, increase high school graduation rates, and increase college enrollment. Specifically, we aspire to:
· Increase high school graduation rates by .5% per year
· Reduce graduation rate gaps by 50%
· Reduce performance gaps by 50%
· Reduce the gap between Ohio and the best-performing states in the nation by 50%
· More than double the increase in college enrollment for 18 and 19 year olds.
These goals require our best thinking and renewed focus. We will need the support and success of every participating district and school in order to achieve these challenging goals. Together we will ensure that our transformative work will result in Ohio students realizing greater successes in school and life.
Race to the Top: LEA Scope of Work
Narrative: 4-6 pages
Race to the Top Vision
How will your LEA be different in 2014 as a result of your RttT strategy?
What will be different for students; for teachers; for administrators?
In 2014 Harrisburg Pike Community School will be rated Effective or higher. We seek to expand our current practices with research-based, scientifically proven strategies to allow our students to achieve. By 2014 we expect to meet the standard set forth by ODE that all students meet or exceed state standards in reading and math while closing the performance gap by 50% on national and statewide assessments. At least 75% of students in all subgroups will score proficient or higher on all state assessments in all subjects assessed.
All Harrisburg Pike Community School teachers are highly qualified in the content area that they teach, and they have participated in extensive training centered on the English Language Arts Ohio Academic Content Standards. They will use data from formative and summative assessments to inform instruction, develop standards- and indicators-based lesson plans, and create individualized intervention plans for students at risk of not meeting state benchmarks.
Ongoing, high quality professional development in reading and math with strategies that can be implemented across the curriculum will remain the focus for staff. All teachers will engage in research-based best practices and be held accountable for the results. Pat and Pam Terry of the nationally renowned Twin Towers Training held in-service professional development workshops for teachers; kindergarten through second grade teachers participated in Literacy-based Learning Centers workshop, while third through fifth grade teachers participated in an OAA Preparation Workshop. K-5 Action Planning and Goal Setting. Twin Towers Training also provided teacher observations, feedback, and coaching. Coaching sessions included methods for teaching core vocabulary necessary to answer higher level questions in daily practice, as well as formal and informal assessments.
Maintaining our current faculty is essential to continuing our growth. Our goal is a unified approach to instruction that has shown consistent growth in our students. We will develop a formal teacher evaluation program that provides details regarding teacher quality to administrators. We plan to use evaluations to help consistently low-performing teachers to improve, while recognizing the need to eliminate teachers who fail to show progress. A mentor program for new staff members and continued support for existing staff as they pursue individual professional development goals will help us to both maintain and grow our staff.
We have conducted a self-assessment to determine areas for improvement. A thorough review of our current programs, resources, methods, and practices revealed that; while a need for growth still exists; we are improving through data-driven decision making. We will continue to use data from practice OAA tests, actual data from OAA and other standardized tests (e.g., the SAT-10), universal screeners (e.g., DRA, DIBELS, Accelerated Reader and Math), and assessments we create based on the Ohio Academic Content Standards (short cycle assessments) to establish a baseline of individual student and overall school performance in order to determine how to improve. To reach our goal of creating a data-driven school culture, Harrisburg Pike Community School will create grade level assessment maps, and we will provide teachers with ongoing data from formative assessments relative to their students' individual needs. We will also research new curriculum models and resources in addition to implementing current curricula to the fullest extent.
Administrators will be knowledgeable about standards and indicators; plan ongoing, high quality professional development opportunities for all faculty and staff; ensure that great teachers and leaders are present in every grade level and/or department; and observe, evaluate, and conference with all teachers.
Race to the Top Pressing Issues
What are your LEA’s most pressing issues in each of the four assurance areas?
Standards and Assessments
Our most pressing issue concerning standards is our need to develop a deep knowledge of all standards and indicators and to improve our expertise in teaching them.
Our goal for assessments is to create standards- and indicators-based instruments that provide a reliable indication of how our students will perform on state tests.
Using Data to Improve Instruction
Our challenge in using data to improve instruction is to ensure that teachers are following through with tailoring instruction to meet the needs that the data reveals. Our goal is to prevent teachers from simply looking at data; we aim to provide them with specific strategies designed to target areas for improvement as identified by data.
Great Teachers and Leaders
As a community school, limited funding makes it difficult to attract the best teachers and leaders. This same factor also limits our ability to retain the best teachers and leaders.
When it comes to eliminating low-performing teachers, we have a slight advantage over traditional district schools as there are no teacher unions. However, we still struggle to identify criteria sufficient for determining which teachers are low-performing. A standardized rubric or guidelines from the State would help us to identify and subsequently eliminate low performers.
Turning Around the Lowest-Achieving Schools
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?
The following staff members will make up our transformation team: Heather Carrick, Title One Teacher; Sara Tibbs, third grade teacher; Stefanie Lowery, Building Principal/Superintendent; Robert Lotz,School Treasurer; Laura Holler, Assistant School Leader; Chris Buttke, Financial Manager; Carley Bingley, First Grade Teacher; Kara Kecskemety, Fifth Grade Teacher; Renee Torbet, First Grade Teacher; Katrina Zak, Fourth Grade Teacher; Brianne Cassidy, Second Grade Teacher; Eliza Kroger, P.E. Teacher. Each member of the transformation team is responsible for a specific component of the plan with complete collaboration of the other members of the team.
Twin Towers Training consultants will provide extensive ongoing, professional development and coaching for all staff related to the new academic content standards. The Twin Towers will work with Curriculum coaches to raise awareness and assist coaches with the new State Standards, and to create new assessment and curriculum maps.
Teachers will engage in the process of collaborative development and scoring of short cycle assessments, and will discuss and analyze short cycle assessment data. Teachers will also design and utilize an aligned curriculum for grades K-5 that addresses Ohio’s standards, benchmarks, and indicators for all core academic subjects; and includes pacing charts, instructional strategies, standards-based lesson plans, and curriculum maps. Teachers will implement the instructional strategies and resources to increase student achievement for each benchmark and indicator at each grade level/course.
Since Harrisburg Pike Community School's Title I program is schoolwide, all Title I events and Parent Meetings are open to all students and parents. We will all Title I events as an opportunity to discuss and promote our Race to the Top initiative.
Risk factors include a potential lack of teacher buy-in. We will mitigate this risk through constant communication and an emphasis on teachers making decisions.
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:
1. Our Transformation Team will be formed with at least 50 percent teachers and be actively involved leading the ongoing monitoring of plan implementation over the next four years. This team will serve as a model of collaboration and champion the work in our school.
2. By May of 2011, our school will have completed a comprehensive and viable communication and collaboration plan between our school and community stakeholders.
3. Our Board of Directors, all staff, parents and community members will receive monthly communication from our Transformation Team and Administrative Team regarding our work around Race to the Top priorities.
Key Personnel: [List Transformation Team members and roles]
Stefanie Lowery (School Principal & Superintendent) - Monthly update at Board Meetings.
Robert Lotz (Board Treasurer) - Monthly update on financial information at Board Meetings.
Chris Buttke- (financial manager)-Financial updates to staff.
Laura Holler (Assistant School Leader) - Monthly update at staff meetings
Eliza Kroger (PE teacher) - Newsletter updates
Heather Carrick (Title I Teacher)
Sara Tibbs (Third Grade Teacher)
Carley Bingley (First Grade Teacher)
Eliza Kroger (P.E. Teacher) - Newsletter updates for parents and students, updates on Harrisburg Pike Community School webpage
Kara Kecskemety (Fifth Grade Teacher)
Brianne Cassidy (Second Grade Teacher)
Renee Torbet (First Grade Teacher)
Budget:
$0.00 has been allocated to this plan; we do not anticipate any expenditures.
LEA Scope of Work Activities
LEA Annual Performance Measure Targets
School Years 1-4: 2010-2014 [Suggested Activities]
• Form a local Race to the Top Transformation Team with at least half of the team members being teachers
• Ensure that team members provide oversight for local RttT efforts
• Evaluate the work of the team to determine if the team is fulfilling its purpose during years 2, 3 and 4
• Develop and implement a comprehensive RttT communication plan
• Communicate to the community progress made toward meeting district RttT commitments
• Provide an update on the progress of the RttT Scope of Work to the local board of education monthly with joint presentations by the superintendent and union president
School Years 1-4: 2010-2014 [LEA Scope of Work Activities]
To ensure oversight of local RttT efforts, our Transformation Team will meet regularly to complete the final scope of work, and establish procedures and protocols for ongoing monitoring of the work. Our school will launch a comprehensive communication plan to explore why changes in schooling are needed. We will share information about our work with staff, parents, community members and other stakeholders. Communication materials will include, but are not limited to: Frequently Asked Questions, newsletter articles, brochures/flyers, meetings, and other materials. In addition, our Transformation Team will provide monthly updates to our Board of Directors, staff and community regarding the work of Race to the Top (RttT) and our progress toward meeting the goals. Initial community engagement efforts will focus on a series of meetings to build an understanding for the need that all students need to be college and/or career-ready upon high school graduation. We will evaluate the team to determine if we are fulfilling our purpose during year 2 by administering a team evaluation survey at the end of the year 1. Weaknesses or areas for improvement identified through analysis of the evaluation survey will become goals for year 2. At the end of year 2, the team's success in achieving the identified goals will be evaluated and subsequently modified to provide goals for year 3. Following year 3, the team will assess its progress toward fulfilling the initial goals in year 1 as well as the goals of years 2 and 3. The objective of year 4 will be to satisfy the conditions of any remaining Race to the Top goals.
- We will form a local Race to the Top Transformation Team by engaging staff to become members.
- Develop & implement a comprehensive RttT communication plan for monthly communication to staff, students, parents, and our Board of Directors by utilizing the school newsletter, parent and Board of Directors meetings, and the school website.
- Develop effective professional development that enhances teacher instruction and student success.
School Years 1-4: 2010-2014 [LEA Annual Performance Measure Targets]
• By September 15, 2011, our Transformation Team will be formed with the required composition.
• By October 15, 2011, our Transformation Team will hold quarterly meetings to discuss and review our written communication plan and measurable action steps. Quarterly meetings will be held through the 2013-14 school year.
• By February 7, 2012, content will be posted on our school Web site and informational meetings with staff will be held.
• By May 2012, a written communication plan, with measurable action steps, will be available for review.
• Team evaluation survey results for years 2011-12, 12-13, and 2013-14 will reveal that at least 75 percent of action steps are being successfully completed within the time line. The results will drive plan adaptation and be available for public review.
• Communication plan to encompass newsletters, building meetings, and board meetings.
• By May 2012, a written communication plan, with measurable action steps, will be available for review. The action will be adjusted as needed through the 2013-14 school year.
• Team evaluation survey results will reveal that at least 75 percent of action steps are being successfully completed within the time line. The results will drive plan adaptation and be available for public review.
• Communication plan to encompass newsletters, building meetings, and board meetings.
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:
• To provide ongoing Professional Development to all teachers and staff on the implementation of the new State Standards at all grade levels and in all core content areas by 2014.
• To create assessment maps for each grade level and each core content area by 2014.
• To establish a new assessment system that will include formative, performance-based and summative assessments.
• To revise our current local curricula to align with the new standards, benchmarks, and indicators for all core academic subjects.
• To develop pacing charts, standards-based lesson plans, and curriculum maps.
• To design instructional strategies and resources to increase student achievement for each benchmark and indicator at each grade level/course.
Key Personnel:
• Professional Development/Curriculum Coach
• Lead teachers
• Administrators
· Reading Coach
· Mathematics Coach
Budget:
$186,174.15 for Twin Towers Training, Staff Development, Special Projects, Facilitators.
· $60,000 salary for reading and math coach as of 1/4/13
· $9,270.00 fringe for math and reading coach as of 1/4/13
· $25,398.99 professional development as of 1/4/13
· $3,966.00 for supplies and equipment for both coaches as of 1/4/13
· TOTAL $94, 634.99 as of 1/4/13
LEA Scope of Work Activities
LEA Annual Performance Measure Targets
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
School Year 1: 2010-2011 [LEA Scope of Work Activities]
All staff members (teachers, administrators, coaches) will become familiar with the new standards in English language arts, mathematics, science and social studies.
• Key staff members (e.g., grade level lead teachers) will participate in professional development opportunities regarding the new standards.
• The Transformation team will use the curriculum models to analyze our current curriculum and determine areas of growth, the need for changes, and resources and practices to be maintained.
School Year 1: 2010-2011 [LEA Annual Performance Measure Targets]
• Lesson plans, teacher observation feedback forms, and action plans will all be standards-based.
• Evidence of Professional Development opportunities that staff have participated in or have otherwise received (sign-in sheets, copies of correspondence, meeting agendas).
• Reports following analysis of current curriculum.
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]
• Kindergarten through fifth grade teachers will receive hard copies of the new English language arts, reading, math, science and social studies standards.
• Title I resource teachers will receive hard copies of the new English language arts, reading, and math standards.
• Teachers will complete curriculum crosswalk activities.
• Key staff members will participate in professional development on formative and performance-based assessments.
School Year 2: 2011-2012 [LEA Annual Performance Measure Targets]
• Evidence of curriculum crosswalk activities and examples and data summary of the outcomes.
• Agendas from professional development activities that highlight the new standards and assessments.
• Sign-in sheets from training on ODE resources for standards.
• Sign-in sheets from training on ODE website for staff resources related to standards.
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
School Year 3: 2012-2013 [LEA Scope of Work Activities]
• Teachers and staff will revise local curricula to align with new standards in English language arts, mathematics, science, and social studies.
• Staff will participate in professional development on curriculum supports and instructional resources developed by the state through regional peer review process.
• Staff members will be trained on formative and performance-based assessments.
• At least one staff member will be trained to teach staff and administrations on the online system for the new state assessments.
• Staff will be trained on the new online assessment tools.
• All kindergarten teachers will be trained on the administration of the expanded Kindergarten Readiness Assessment.
· Provide curriculum support in reading/language arts and mathematics for teachers in all grades through the use of an academic coach.
School Year 3: 2012-2013 [LEA Annual Performance Measure Targets]
• Harrisburg Pike Community School will have a complete curriculum that aligns with new standards in English language arts, mathematics, science, and social studies.
• Agendas and certificates of attendance from professional development activities that highlight curriculum supports and instructional resources developed by the state through regional peer review process.
• Agendas and certificates of attendance from participation in training on formative and performance-based assessments.
• Agendas and certificates of attendance from participation in professional development opportunities and online training for the new state assessments.
• Certificates of attendance from participation in training on the administration of the expanded Kindergarten Readiness Assessment.
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 training for 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 local curricula are aligned with new standards in English language arts, mathematics, science, and social studies.
• Ensure all teachers are teaching 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.
· Provide curriculum support in reading/language arts and mathematics for teachers in all grades through the use of an academic coach.
School Year 4: 2013-2014 [LEA Annual Performance Measure Targets]
• Harrisburg Pike Community School will have a final revision curriculum that aligns with new standards in English language arts, mathematics, science, and social studies.
• Lesson plans and other documentation (evaluations, classroom walk-throughs, etc.) will confirm that all teachers are teaching to the new standards and revised local curricula.
• Formative assessments and performance tasks included in teacher lesson plans will indicate their integration into course activities. Sample assessments and performance tasks will also be available.
• Agendas and certificates of attendance from participation in training on formative and performance-based assessments.
• Agendas and certificates of attendance from participation in professional development opportunities and online training for the new state assessments.
• Student engagement in online practice testing for the new state assessments will be verified by hard copies of their online results.
• Student data from the expanded Kindergarten Readiness Assessment will indicate that all kindergarten students have been assessed.
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:
• To adopt a qualifying instructional improvement system (as defined by Race to the Top).
• To collaboratively develop and implement a formative assessment program with the state and other participating districts.
• To obtain professional development activities from institutions of higher learning for staff training.
• To make instructional improvement system data available to researchers.
• To adopt a qualifying instructional improvement system (as defined by Race to the Top).
• To collaboratively develop and implement a formative assessment program with the state and other participating districts.
• To obtain professional development activities from institutions of higher learning for staff training.
• To make instructional improvement system data available to researchers via secured password protected web site.
Key Personnel:
Robert Lotz (Board Treasurer) - Monthly update on financial information at Board Meetings.
Chris Buttke- (financial manager)-Financial updates to staff.
Laura Holler (Assistant School Leader) - Monthly update at staff meetings
Eliza Kroger (PE teacher) - Newsletter updates
Heather Carrick (Title I Teacher)
Sara Tibbs (Third Grade Teacher)
Carley Bingley (First Grade Teacher)
Eliza Kroger (P.E. Teacher) - Newsletter updates for parents and students, updates on Harrisburg Pike Community School webpage
Kara Kecskemety (Fifth Grade Teacher)
Brianne Cassidy (Second Grade Teacher)
Renee Torbet (First Grade Teacher)
TBN - Data Coach for all grade levels – provide data analysis for all grade levels and in reading and math.
Budget:
$186,174.15
· $30, 000.00 salary for data coach as of 1/4/13
· $4625.00 fringe for data coach as of 1/4/13
· $1963.80 for supplies and equipment as of 1/4/13
· Total $36, 588.88 as of 1/4/13
LEA Scope of Work Activities
LEA Annual Performance Measure Targets
School Year 1: 2010-2011 [Suggested Activities]
• Determine whether the LEA has an Instructional Improvement System that meets the definition established by the USDoE
• (For LEAs with a qualifying Instructional Improvement System) Ensure that teachers are using the Instructional Improvement System regularly
• Participate in sessions to assist the state in establishing system requirements for an Instructional Improvement System that meets RttT criteria
• Participate in the teacher-student data link process to ensure accuracy of value-added data
• Participate in professional development on the use of formative assessments
• Establish partnership(s) with institution(s) of higher education to implement and/or evaluate innovative education models; in the event higher education institutions are not available for this purpose, establish partnerships with business or community organizations
• Cooperate with research/evaluation initiatives as requested
School Year 1: 2010-2011 [LEA Scope of Work Activities]
• Research Instructional Improvement Systems that meet the definition established by the USDoE.
• Engage staff in the selection of an Instructional Improvement System.
• Participate in the teacher-student data link process to ensure accuracy of value-added data.
• Provide professional development on the use of formative assessments to all staff.
• Establish partnership(s) with SST-11 to implement and/or evaluate innovative education models.
School Year 1: 2010-2011 [LEA Annual Performance Measure Targets]
• Samples of researched Instructional Improvement Systems.
• Meeting agendas and minutes will provide evidence of teacher decision-making in the selection of an Instructional Improvement System.
• Student performance data disaggregated by teacher.
• Agendas and certificates of attendance from participation in professional development on the use of formative assessments.
• Documentation of communication and collaboration with institution(s) of higher education.
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 Activities]
• Ensure that teachers actively and regularly use the Instructional Improvement System at the classroom level.
• Staff will participate in professional development on formative assessments.
• Staff will participate in professional development on data-driven decision making.
• The Transformation team will collect and evaluate existing formative assessments to identify strengths and needed improvement.
• The Transformation team will utilize formative assessment data to develop an improvement plan.
• The Transformation team will continue to partner with SST-11 to implement and/or evaluate innovative education models.
• LEA will partner with the Ohio Department of Education to pilot the Ohio Teacher Evaluation System.
• LEA will use the OTES model to evaluate three teachers.
• LEA will create a team to attend the 4 days of training provided by ODE for the OTES model. The team will consist of two administrators and one teacher.
School Year 2: 2011-2012 [LEA Annual Performance Measure Targets]
• Lesson plans and other documentation (evaluations, classroom walk-throughs, etc.) will confirm that all teachers are actively and regularly using the Instructional Improvement System at the classroom level.
• Agendas and certificates of attendance from participation in professional development on the use of formative assessments.
• Agendas and certificates of attendance from participation in professional development on data-driven decision-making.
• Evaluations of existing formative assessments.
• Improvement plan based on formative assessment data.
• LEA will begin to research performance based pay schedules of districts in process of this model.
• LEA will create and send a project team to the Ohio Principal Evaluation System professional development at the ESC of central Ohio.
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
School Year 3: 2012-2013 [LEA Scope of Work Activities]
• Complete professional development modules focused on content-specific formative assessments.
• Work collaboratively with the state or other participating districts to fully implement an effective formative assessment program.
• Staff will participate in professional development on new state assessments.
• The Transformation team will continue to partner with SST-11 to implement and/or evaluate innovative education models.
• LEA will continue to partner with the Ohio Department of Education to pilot the Ohio Teacher Evaluation System.
• LEA will use the OTES model to evaluate 100% of teachers.
• LEA will continue to utilize the performance based pay schedule for staff.
• LEA will use the OPES model to evaluate 100% of administrators.
• LEA will design and begin to implement performance based pay schedules for staff members.
• LEA will make IIS data available for research and evaluation. The LEA will research, evaluate, and pilot an IIS tool that best supports the instructional needs of the LEA.
· Provide data support in reading/language arts and mathematics for teachers in all grades through the use of an academic data coach.
School Year 3: 2012-2013 [LEA Annual Performance Measure Targets]
• Agendas and certificates of attendance from participation in professional development on content-specific formative assessments.
• Documentation of communication and collaboration with the state or other participating districts on implementation of an effective formative assessment program.
• Agendas and certificates of attendance from participation in professional development on new state assessments.
• We intend to pilot an Instructional Improvement System with 25% of our teachers being trained and utilizing the data to drive instruction and assessment in their classrooms.
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 Activities]
• Assess the use of the Instructional Improvement System at the classroom level.
• Deepen the focus on data-based instruction; Harrisburg Pike Community School will form a Data Task Force.
• Ensure that all new staff members (in addition to existing staff members) have completed professional development modules focused on content-specific formative assessments.
• Fully implement a formative assessment program aligned with curricula and course planning.
• Staff will participate in professional development on the implementation of new state assessments.
• The Transformation team will continue to partner with SST-11 to implement and/or evaluate innovative education models.
• LEA will continue to partner with the Ohio Department of Education to implement the Ohio Teacher Evaluation System.
• LEA will use the OTES model to evaluate 100% of teachers.
• LEA will use the OPES model to evaluate 100% of administrators.
• LEA will use the OPES model to evaluate 100% of administrators.
• LEA will fully adopt an Instructional Improvement System school wide with full implementation.
· Provide data support in reading/language arts and mathematics for teachers in all grades through the use of an academic data coach.
School Year 4: 2013-2014 [LEA Annual Performance Measure Targets]
• Lesson plans and other documentation (evaluations, classroom walk-throughs, etc.) will confirm use of the Instructional Improvement System in the classroom.
• Agendas and minutes from the Harrisburg Pike Community School Data Task force meetings.
• Agendas and certificates of attendance verifying completion of professional development modules focused on content-specific formative state assessments.
• Samples of formative assessments and evidence of alignment with curricula and course planning.
• Agendas and certificates of attendance from participation in professional development on the implementation of new state assessments.
• Full implementation of an Instructional Improvement System with 100% of teacher trained and using the data to drive instruction and assessment.
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, 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 Supports to Teachers and Principals)
• To develop and implement a student-level value-added program.
• To identify measures of student growth in grades and subjects that do not receive value-added reports.
• To develop and implement a plan for measuring student growth in all areas of student development to ensure student achievement across the curriculum.
• To create an annual evaluation system which ensures high quality teachers and principals are retained and promoted based on the data and results. Highly effective staff will be maintained by offering additional incentives and compensation for outstanding performance based on clear, measurable targets.
• To utilize data and results from the annual evaluation system to develop professional development activities.
• To designate Lead Teachers to implement the Teacher residency program.
• To create a targeted plan to recruit highly qualified and highly effective staff for hard-to-staff subject areas and for key roles and positions within the building.
• To create a method by which highly qualified and highly effective staff are placed in high-poverty and high-minority schools. Since Harrisburg Pike Community School is a high-poverty and high-minority school, our efforts for the placement of this staff will largely be focused on maintaining highly qualified and highly effective staff.
• To provide a comprehensive system of supports (including Lead teachers, teacher Mentors, and ongoing high quality professional development opportunities in accordance with the state's professional development standards) for new teachers as they complete the education residency program.
Key Personnel:
Curriculum Coaches
Business Administrator
Treasurer
Building Administrators
Transformation Team
Regional Director
Budget:
LEA Scope of Work Activities
LEA Annual Performance Measure Targets
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
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 current 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 annual value-added reports for principals and teachers of grades who participate in state testing.
Evaluation Systems
• Establish 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. Harrisburg Pike Community School will form a Teacher and Principal Evaluation Task Force.
• Attend training sessions and use gap analysis tools to determine the degree of alignment of current teacher and principal evaluation systems to state models and federal criteria.
Equitable Distribution of Effective Teachers and Principals
• 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.
• 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 Annual Performance Measure Targets]
• Report on current school practices related to the use of value-added data.
• Agendas and certificates of attendance from participation in professional development on the use of value-added data.
• Evidence of teacher-student linkage data.
• Value-added reports.
• Agendas and minutes from the Harrisburg Pike Community School Teacher and Principal Evaluation Task Force meetings.
• Agendas and certificates of attendance from participation in training sessions on the degree of alignment of current teacher and principal evaluation systems to state models and federal criteria.
• Gap analysis of existing teacher evaluation systems and principal evaluations.
• Results of needs assessment to determine the district’s hard-to-staff subject and specialty areas.
• Agendas and certificates of attendance from participation in professional development on best-in-class recruitment and retention strategies and tools.
• Documentation of communication and collaboration with teacher education programs and institutions.
• Report of current hiring processes and interview protocols and research on standards-based interview protocols.
• Agendas and certificates of attendance from participation in information sessions on state guidelines to establish conditions necessary for the full implementation of the Teacher Residency program.
• Agendas and certificates of attendance from participation in required Teacher Residency program training and credentialing provided by state lead trainers.
• Report on current school practices related to professional development.
• Multi-year professional development plan to support local Race to the Top strategies.
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 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
• 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 evaluations, 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 state 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
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
• Utilize annual value-added reports to inform professional development and areas of performance improvement.
• Assess other measures of student growth that are being used (i.e., Stanford/SAT-10, DRA, DIBELS, Accelerated Reader and Math) to determine if they 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
• Discuss 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), work in hard-to-staff areas or academic content subjects, or show increased gains over time in student growth.
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 including strategies such as additional compensation, creating professional learning communities, placing teams of effective teachers in such schools, and distributive leadership models.
Effective Support to Teachers and Principals
• Fully implement the Teacher Residency program for all 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 Annual Performance Measure Targets]
• Plan to implement professional development and improve student performance based on value-added reports.
• Report on potential use of additional measures of student growth.
• Documentation of communication about student growth measures for subjects or grade levels that do not have statewide tests.
• A preliminary model for teacher and principal evaluation.
• Agendas and certificates of attendance from participation in training on the use of the new comprehensive evaluation system.
• Documentation of piloted components of the revised evaluation system.
• Copies of reports sent to ODE to communicate the status of the evaluation system.
• Professional development plan and budget proposal to address data and results from the evaluation system.
• Report on current process for removing ineffective teachers and principals and preliminary plan to remove persistently low performing teachers and principals.
• Preliminary plan for highly effective teachers to receive additional compensation.
• Preliminary plan to recruit, place, and retain highly effective teachers and principals.
• Documentation of new teachers' participation in the Teacher Residency program.
• Agendas and certificates of attendance by lead teachers and mentors from participation in Teacher Residency program training and credentialing provided by state lead trainers.
• Professional development plans aligned to state and federal guidelines.
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 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
• 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 system sin 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 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) 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 evaluation 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 that all new staff members (in addition to existing staff members) have completed professional development on the use of value-added data.
• 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.
• Implement a plan to remove persistently low-performing teachers and principals.
• Implement a plan to provide opportunities for highly effective teachers to receive additional compensation if they take on additional responsibilities (such as Lead Teachers), work in hard-to-staff areas or academic content subjects, or show increased gains in student growth over time.
Equitable Distribution of Effective Teachers and Principals
• Implement, monitor, and refine the district’s plan to ensure that effective teachers are placed 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.
Effective Support to Teachers and Principals
• Continue full implementation of the Teacher Residency program for all new teachers.
• Provide feedback on performance to all lead teachers and mentors in the Teacher Residency program.
• Review professional development plan and modify it based on student data, and allocate professional development funding accordingly.
School Year 3: 2012-2013 [LEA Annual Performance Measure Targets]
• Agendas and certificates of attendance from participation in professional development on the use of value-added data.
• Data from student growth measures for teachers in subjects or grade levels that do not have standardized statewide tests.
• Agendas and certificates of attendance from participation in professional development on the new evaluation systems.
• Final Evaluation System plan.
• Aggregated effectiveness ratings for teachers.
• Evaluation of plan to remove persistently low-performing teachers and principals.
• Analysis of data will be conducted to determine if additional compensation is an effective tool to retain highly qualified staff.
• Results of the analysis of Equitable Distribution of Effective and Highly Effective Educators will be conducted.
• Documentation of new teachers' participation in the Teacher Residency program.
• Documented feedback provided to lead teachers and mentors participating in the Teacher Residency program.
• Revised professional development plan and budget proposal based on student data (if needed).
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 evaluation 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
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 evaluation in planning, conducting, and evaluating professional development
School Year 4: 2013-2014 [LEA Scope of Work Activities]
Measure 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
Evaluation Systems
• Fully implement the new evaluation system and conduct annual evaluations of teachers and principals using 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.
• Fully 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), work in hard-to-staff areas or academic subjects, or show increased gains in student growth over time.
Equitable Distribution of Effective Teachers and Principals
• Implement, monitor, and refine the district’s plan to ensure that effective teachers are placed 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
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 Annual Performance Measure Targets]
• Trend data from student growth measures over time for teachers in subjects or grade levels that do not have standardized statewide tests.
• Measures of student growth will be reflected in building administrators' annual evaluation.
• Measures of student growth will be reflected in teachers' annual evaluation.
• Aggregated effectiveness ratings for teachers.
• Staff and administrative evaluations based on evidence and data that supports best practice to assist in the retention and placement of staff and when necessary to recruit new staff for open positions.
• Analysis of data will be conducted to determine if additional compensation is an effective tool to retain highly qualified staff.
• Results of the analysis of Equitable Distribution of Effective and Highly Effective Educators will be conducted.
• Report on implementation of the Teacher Residency program.
• Report on efficacy of the co-teaching model.
• Agendas and certificates of attendance by additional lead teachers and mentors (if needed) from participation in Teacher Residency program training and credentialing provided by state lead trainers.
• Revised professional development plan and budget proposal based on student data (if needed).
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:
N/A
Key Personnel:
N/A
Budget:
N/A
LEA Scope of Work Activities
LEA Annual Performance Measure Targets
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]
N/A
School Year 1: 2010-2011 [LEA Annual Performance Measure Targets]
N/A
School Year 2: 2011-2012 [Suggested Activities]
• Fully implement selected intervention models in SIG-funded schools
• 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
• 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 a three-year graduation rate lower than 80%, use RttT funds to implement linkage coordinators
School Year 2: 2011-2012 [LEA Scope of Work Activities]
N/A
School Year 2: 2011-2012 [LEA Annual Performance Measure Targets]
N/A
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 taketh 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 a three-year graduation rate lower than 80%, use RttT funds to implement linkage coordinators
School Year 3: 2012-2013 [LEA Scope of Work Activities]
N/A
School Year 3: 2012-2013 [LEA Annual Performance Measure Targets]
N/A
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 and continually deepen the work
• Evaluate progress in schools in “Early Warning” status and take additional corrective action if 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 a three-year graduation rate lower than 80%, use RttT funds to implement linkage coordinators
School Year 4: 2013-2014 [LEA Scope of Work Activities]
N/A
School Year 4: 2013-2014 [LEA Annual Performance Measure Targets]
N/A
