Building a Culture of High Expectations:

WLS is part of a small, rural school district in northern Warren County. 865 Students are enrolled at WMS & WHS for the 2011-12 school year with 59 students attending the WCCC. Both Schools have

been rated Excellent for the past 8 years.

Student Growth Measures Overview Ohio's new system for evaluating teachers will provide educators with a richer and more detailed view of their performance, with a focus on specific strengths and opportunities for improvement. The new system relies on two key evaluation components, each weighted at 50 percent: a rating of teacher performance (based on classroom observations and other factors), and a rating of student academic growth.

The challenge for measuring student growth is that there is not a single student assessment that can be used for all teachers. Local education agencies (LEAs) must use data from the state Ohio Achievement Assessment and Ohio Graduation Test when available. If those are not applicable for a given subject or grade, LEAs can choose to use other assessments provided by national testing vendors and approved for use in Ohio. For subjects in which traditional assessments are not an option – such as art or music – LEAs should establish a process to create student learning objectives (SLOs) to measure student progress in those courses.

This overview will outline the three types of measures to be included, provide important definitions, and explain the three categories of teachers based on data availability and LEA decisions.

HB 153 requires 50 percent of the teacher (and principal) evaluation framework to include measures of student growth. •The student growth component includes multiple measures. •The student growth component includes student growth measures for three categories of teachers based on availability of Teacher Value-

Added and LEA decisions •Teacher-level Value-Added must be included where available (“tested grades and subjects” = reading and mathematics, grades 4-8). •The Ohio Department of Education (ODE) must create an assessment list for measuring growth in “non-tested grades and subjects.” •LEA-determined measures also will be included. •A Student Learning Objective (SLO) process will be utilized for LEA-determined measures. •Data from these measures will be scored based on five levels, comparable to Teacher Value-Added reports, and converted to a score in one

of three levels of student growth (Above, Expected, Below). •The student growth component shall be updated as research and best practices emerge.

Teacher Performance (50%) •Student •Learning Environment •Content •Assessment •Instruction •Collaboration/Communication •Professional Responsibility and Growth

Student Growth Measures (50%) •Teacher Value-Added •Vendor Assessments •LEA-Determined Measures

Evaluation Rating •Accomplished •Proficient •Developing •Ineffective

Approved List of Assessments Assessment Name Vendor Name Grade(s) / Subject(s) STAR Early Literacy Renaissance PK-3 ELA STAR Math Renaissance G1-3, 9-12 Math STAR Reading Renaissance G1-3, 9-12 Reading Stanford 10 Pearson K-12 Math, English Language Arts, Social Studies and Science

Stanford Aprenda 3 Pearson K-12 Math Science, Social Studies, Terra Nova 3 CTB K-12, 1-12 ELA, Math, Science, Social Studies Iowa Assessments Riverside K-12 ELA, Math, Science, Social Studies Riverside Interim Assessments Riverside G 2-11 ELA, Math Performance Global Scholar K-12 ELA, Math, Science

iReady Diagnostic Curriculum Associates K-8 ELA, Math MAP NWEA G 3-10 Science MAP NWEA G 2-12 Math Reading, Language Usage Explore ACT G 8-9 ELA, Math, Science Quality Core ACT G 9-12 End of Course Exams: Algebra I, II, Geometry,

Pre-Calculus, Biology, Chemistry, Physics, U S History

ACT ACT G 11-12 ELA, Math, Science PLAN ACT G 10 English, Reading, Math, Science Compass ACT G 10-12 Writing, Reading, Math

The following table describes the three types of student growth measures including certain legislative requirements and LEA options. 1 Teacher Value-Added •MUST use if available •10-50% if applicable •Phased-in implementation of reading and mathematics, Grades 4-8 •Extended reporting (other grades and subjects) being piloted •EVAAS Value-Added metric, aggregated across subject areas •o 1-year report; or 2- or 3-year rolling average, based on availability

2 Vendor Assessments •• MUST use if LEA has assessment in place •10-50% if applicable and no Value-Added data available •• From ODE-Approved List •Vendors demonstrate how assessment can measure growth

3 LEA-Determined Measures •• MAY use: LEA decision (Teacher Categories A and B) •0-40% if used in combination with Type One or Two measures •MUST use (Teacher Category C) •50% if no Type One or Two data available •Three types of LEA-Determined Measures Student Learning Objectives process for using measures that are specific to relevant subject matter. Measures must be district-approved and may include: •Locally developed assessments; •Pre/Post assessments; •Interim assessments; •Performance-based assessments; •Portfolios. Shared attribution measures to encourage collaborative goals and may include: •Building or District Value-Added is recommended if available; •Building teams (such as content area) may utilize a composite Value-Added score; •Performance Index gains; •Building- or District-based SLOs. Teacher Category A (with Value-Added) also may use Vendor assessments as an LEA-determined measure if using both.

First steps in our transition to the COMMON CORE in 2010-11:

•All 8th grade students will take the Explore in the fall  http://www.act.org/explore/•All 9th grade students will take the Plan during OGT testing http://www.act.org/plan/index.html

• Begin to collect baseline data and begin to build a longitudinal look at our population.

WHS is going to pilot end of course exams in four courses in Math and English (may not test all students in the course but will give us a sample) – We have been talking to Quality Core. http://www.act.org/qualitycore/index.html

•We need to begin the mapping/alignment process and believe that it starts from the top down- remember our target testing with students in regards to ACT will be in the fall and spring of the junior year.  Therefore, when looking at vertical alignment we will need to start with and include the middle school – not wait until high school. ACT is 97% aligned to the COMMON CORE.

Next steps in our transition to the COMMON CORE in 2011-12:•Assessment Day for all grades 7 - 12

Adoption of Revised Academic Content Standards and Common Core State Standards

Next steps in our transition to the COMMON CORE in 2011-12:

October Assessment Day - 10/7/11 (Early Release)

7th Grade – Explore (Scored by ACT)

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 10/22/11

Departmental Meetings with WCESC to discuss alignment to newly revised standards

2011-12

Adoption of Revised Academic Content Standards and Common Core State Standards

Wayne Local Schools College and Career Readiness Model

6th GradeCareer Day OAA (Reading and Math)

7th GradeKuder/OCIS OAA (Reading and Math)

Practice Explore (scored by ACT) October Assessment DayIowa Testing

8th GradeKuder/OCIS OAA (Reading, Science and Math)Real World Real Money MMGW Assessment (survey only)

Mock Interviews Explore (scored by ACT) October Assessment Day

9th GradeKuder/OCIS Plan (scored by ACT) October Assessment DayCareer Day PSAT (not mandatory – moved to Saturday for 2012)

10th GradeKuder/OCIS Plan (scored by ACT) October Assessment DayCareer Day OGT (Reading, Math, Science, Writing, Social Studies)

PSAT (not mandatory)11th GradeKuder/OCIS ACT Practice Test (retired version scored internally)- October Assessment DayCareer Day ACT TestCollege Day PSAT (not mandatory)

12th GradeCareer Passport ACT Practice Test (retired version scored internally)- October Assessment DayCollege Day ACT Test

Wayne Local Schools College and Career Readiness Model

6th GradeCareer Day OAA (Reading and Math)

7th GradeKuder/OCIS OAA (Reading and Math)

Practice Explore (scored by ACT) October Assessment DayIowa Testing

8th GradeKuder/OCIS OAA (Reading, Science and Math)Real World Real Money MMGW Assessment (survey only)

Mock Interviews Explore (scored by ACT) October Assessment Day

9th GradeKuder/OCIS Plan (scored by ACT) October Assessment DayCareer Day PSAT (not mandatory – moved to Saturday for 2012)

10th GradeKuder/OCIS Plan (scored by ACT) October Assessment DayCareer Day OGT (Reading, Math, Science, Writing, Social Studies)

PSAT (not mandatory)11th GradeKuder/OCIS ACT Practice Test (retired version scored internally)- October Assessment DayCareer Day ACT TestCollege Day PSAT (not mandatory)

12th GradeCareer Passport ACT Practice Test (retired version scored internally)- October Assessment DayCollege Day ACT Test

Freshman Sophomores Juniors and SeniorsPlan College Readistep ACT

7:35 - 8:35Career Section 7:35- 8:00 Answer Document 7:35 - 8:00 Answer Document  

8:40 - 9:10 English 8:00-8:40 Reading 8:00 - 8:45 English  9:10 - 9:50 Math 8:45 - 9:25 Writing 8:50 - 9:50 Math  9:50-10:00 Break 9:25-9:35 Break 9:50 - 10:00 Break  

10:00 - 10:20 Reading 9:40-10:00 Math w/Calc 10:00 - 10:35 Reading  10:25 - 10:50 Science 10:05 -10:25 Math wo/Calc 10:40 - 11:15 Science  10:50-11:02 Collect Test 10:30-11:02 Collect test 11:20 - 11:50 Writing  11:02 -11:32 LUNCH 11:02 -11:32 LUNCH 11:50-12:02 Collect test  11:35-12:00 6th Period 11:35-12:00 6th Period 12:02 - 12:32 Lunch  

12:03 - 12:32 7th period 12:03 - 12:32 7th period Teachers            Hoehner (rm 22)   21

Teachers   Teachers   Stupp (rm 16)   20Burchfield (rm 23) 24 Helleman (SL2) 24 Polz (rm 14)   20

Pardon (rm 28) 23 Curlis (rm 21) 22 Schleman (rm 13)   20Stubbs (rm 15) 24 Clark (SL 3) 23 Syvertsen (rm 26)   22Hardin (SL1) 24 Lewis (mac) 24 Frost (rm 18) Lunch at 12:32 20

Weirauch (rm 27) 24 Molly (art) 9 Langford (rm 17) Lunch at 12:32 20Judy /Mandy (rm

25) 9   102 Hamen (rm 12) Lunch at 12:32 20  128     Rivero (rm 24) Lunch at 12:32 21        Lueth (media)   8

   192

Foley - Sub/BathroomGabbard / Philpot - Hallway

“Typical” Reader – Lexile measures by Grade:Grade 1 Up to 300 L

2 140 - 500 L3 330 - 700 L4 445 - 810 L5 565 - 910 L6 665 - 1000 L7 735 - 1065 L8 805 - 1100 L9 855 - 1165 L10 905 - 1195 L11&12 940 - 1210 L

ACT has established progressive Lexile Ranges aligned to College and Career Readiness Expectations for all students:Grades 2-3 450 – 790 L

4-5 770 – 980 L6-8 955 – 1155 L9-10 1080 – 1305 L11-CCR 1215 – 1355 L

Lexile.com The Lexile Framework for ReadingMatching 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/

District Objective – Student Achievement/ Accountability

6 LA

Oceans cover more than two-thirds of our planet. Yet, just a small fraction of the underwater world has been explored. A new project aims to shed additional light on the ocean depths. Scientists at the Woods Hole Oceanographic Institution (WHOI) in Massachusetts are building an underwater vehicle that will carry explorers as deep as 6,500 meters (21,320 feet). The new machine, known as a manned submersible or human-operated vehicle (HOV), will replace another one named Alvin, which has been operating for 40 years but can go down only 4,500 meters (14,764 feet).

Based on the amazing results of Alvin’s explorations, there’s plenty more

down there to be discovered.

6 LA

A Portrait of Adult Reading Demands

• Community College Textbooks (1200L‐1370L)• University Textbooks (1300L‐1480L)• SAT/ACT/AP Test Materials (1105L‐1205L)• GRE Test Materials (1325L‐1440L)

What does the Data Show???

Correlation between ACT Explore® and Grade 8 OAAsThe ACT Explore® test is often given to 8th grade students as a means of seeing how prepared these students are for high school and beyond. There is typically not a lot of understanding of the content that goes into the ACT tests, and often times no further analysis is done in terms of the group performance on the test compared with the Ohio Achievement Tests.

At the request of a SW Ohio district, I undertook a correlation study between student performance on the ACT Explore test and the subsequent OAA tests taken by the same students about 5 months after the Explore test.

Before presenting the data, I think it is important to explain what a correlation coefficient is. Often denoted by the symbol r , a correlation coefficient looks at two variables for the same student and determines the degree of linear connection between the two of them. When dealing with data from human subjects, like test results, the following table is helpful for interpreting r values.

Correlation between ACT Explore® and Grade 8 OAAsThe ACT Explore® test is often given to 8th grade students as a means of seeing how prepared these students are for high school and beyond. There is typically not a lot of understanding of the content that goes into the ACT tests, and often times no further analysis is done in terms of the group performance on the test compared with the Ohio Achievement Tests.

At the request of a SW Ohio district, I undertook a correlation study between student performance on the ACT Explore test and the subsequent OAA tests taken by the same students about 5 months after the Explore test.

Before presenting the data, I think it is important to explain what a correlation coefficient is. Often denoted by the symbol r , a correlation coefficient looks at two variables for the same student and determines the degree of linear connection between the two of them. When dealing with data from human subjects, like test results, the following table is helpful for interpreting r values.

Correlation r valueNone 0.0 to 0.09Small 0.1 to 0.3

Medium 0.3 to 0.5Strong 0.5 to 1.0

OAA test ACT Explore® test r value

Reading Reading 0.64

Reading English 0.75

Math Math 0.77

Science Science 0.52

Here is the table of r values for the correlations calculated for this district’s 8 th graders. The scaled score values for both tests were used.

Here is the table of r values for the correlations calculated for this district’s 8 th graders. The scaled score values for both tests were used.

You can see from the two tables that there definitely exists a strong correlation between the achievement levels of students taking both of these tests. Of the four comparisons, the science correlation appears to be the weakest. My proposed explanation for this is that the Explore Science test is almost exclusively a Science Process skills test versus the OAA which is heavily content knowledge driven. Even still the correlation is in the strong category. This gives the Explore test diagnostic value for the OAAs. If the results are received with time prior to the OAA administration interventions could be made.

Test EXPLORE PLAN ACT

English 13 15 18

Mathematics 17 19 22

Reading 15 17 21

Science 20 21 24

ACT’s College Readiness BenchmarksACT’s College Readiness Benchmarks

Classes of 2016 and 2017

Test EXPLORE PLAN ACTEnglish 13 15 18Mathematics 17 19 22Reading 15 17 21Science 20 21 24

ACT’s College Readiness BenchmarksACT’s College Readiness Benchmarks

Class of 2015 at or above benchmark (2010-11 Explore Results)

84%

62%66%

27%

61%

36% 36%

10%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

English Math Reading Science

WMS

National

Class of 2014 at or above benchmark (2011 Plan Results)

77%

42%

62%

29%

68%

34%

50%

22%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

English Math Reading Science

WHS

National

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).

Growth

Achievement

Gender Grade Comp (Iowa 2009) Composite (Plan 2011) Projected ACT Goal - Comp Score of 24 (20 and above)

M 9 98 25 26-30 On TargetM 9 21 22-26 On TargetF 9 92 20 21-25 On TargetM 9 20 21-25 On TargetM 9 21 22-26 On Target

Gender Grade Comp (Iowa 2009) Composite (Plan 2011) Projected ACT Goal - Comp Score of 24 (18 or 19)

F 9 76 18 19-23 Nearly on TargetF 9 76 18 19-23 Nearly on TargetM 9 70 18 19-23 Nearly on TargetM 9 79 18 19-23 Nearly on TargetF 9 68 18 19-23 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 Not on TargetF 9 13 13-17 Not on TargetF 9 50 17 17-21 Not on TargetF 9 65 15 15-19 Not on TargetF 9 90 17 17-21 Not on Target

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)

Class of 2014 Plan Results (2011)

72%

38%

58%

27%

15%

21%17%

22%

13%

41%

25%

51%

0%

10%

20%

30%

40%

50%

60%

70%

80%

English Math Reading Science

On Target

Nearly on Target

Not on Target

District Objective – Student Achievement/ Accountability

Growth

Achievement

Average Final QualityCore Geometry Score: 145 Final Scale Score Range 125-175

Subscores -- Points Received / Possible Points

Comparing Geometric Figures

6 14

Logic and Proof 5 14

Measurement/Coordinate

Geometry/Trigonometry 8 18

Properties of Geometric Figures 10 24

Received Points Possible Points

Average Final QualityCore Algebra I Score: 145 Final Scale Score Range 125-175

Subscores -- Points Received / Possible Points

Exploring Expressions,

Equations, and Functions in the First Degree 12

28

Exploring Other Nonlinear Equations and Functions 6 12

Exploring Quadratic Equations and Functions 3 14

Number Sense, Operation and Graph Skills 7 16

Received Points Possible Points

Average Final QualityCore Algebra II Score: 144 Final Scale Score Range 125-175

Subscores -- Points Received / Possible Points

Linear Functions 5 14

Nonpolynomial Functions 5 14

Number Sense and Operation Skills and Quadratic

Functions 6 14

Polynomial Functions 6 14

Probability, Sequences, and

Series 6 14

Received Points Possible Points

Average Final QualityCore Precalculus Score: 150 Final Scale Score Range 125-175

Subscores -- Points Received / Possible Points

Conic Sections; Advanced

Functions 12 19

Polar Coordinates and Vectors 8 14

Polynomial Functions; Sequences and Series 7 17

Trigonometric and Periodic Functions 11 20

Received Points Possible Points

District Objective – Student Achievement/ Accountability Quality Core – End of Course Exam

How will you measure success/growth?

Average Final QualityCore English 9 Score: 152 Final Scale Score Range 125-175

Subscores -- Points Received / Possible Points

Critical Reading 8 13

Essay 9 24

Mechanics of Writing 2 5

Reading Comprehension 12 17

Received Points Possible Points

Average Final QualityCore English 10 Score: 154 Final Scale Score Range 125-175

Subscores -- Points Received / Possible Points

Critical Reading 7 12

Essay 10 24

Mechanics of Writing 4 6

Reading Comprehension 12 17

Received Points Possible Points

Average Final QualityCore English 11 Score: 156 Final Scale Score Range 125-175

Subscores -- Points Received / Possible Points

Critical Reading 9 15

Essay 14 24

Mechanics of Writing 4 5

Reading Comprehension 10 15

Received Points Possible Points

Average Final QualityCore English 12 Score: 154 Final Scale Score Range 125-175

Subscores -- Points Received / Possible Points

Critical Reading 12 16

Essay 12 24

Mechanics of Writing 4 6

Reading Comprehension 9 13

Received Points Possible Points

District Objective – Student Achievement/ Accountability Quality Core – End of Course Exam

What does the Data Show???

OGT Seven Year Study2005 - 2011

Math

Science

Social Studies

Reading

Writing

69%

78%83%

76%

90%

79%

93%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

All 2005 All 2006 All 2007 All 2008 All 2009 All 2010 All 2011

Percentage of students who passed the OGT on the first attempt

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 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.

Building Name District NamePerformance Index Score

2010-11Solon High School Solon City 114.6Oakwood High School Oakwood City 114.1

Dublin Jerome High School Dublin City 114

Minster High School Minster Local 113.5Turpin High School Forest Hills Local 113.4Hudson High School Hudson City 112.7

Toledo Early College High School Toledo City 112.5

Rocky River High School Rocky River City 112.4

John Hay Early College High School Cleveland Municipal 112.2

Aurora High School Aurora City 112.2

Olentangy Liberty High School Olentangy Local 112

Indian Hill High School Indian Hill Exempted Village 112

Reynoldsburg High School eSTEM Reynoldsburg City 111.9

Madeira High School Madeira City 111.9

William Mason High School Mason City School District 111.9

New Albany High School New Albany-Plain Local 111.8Walnut Hills High School Cincinnati City 111.8Mariemont High School Mariemont City 111.7

Chagrin Falls High School Chagrin Falls Exempted Village 111.7

Wyoming High School Wyoming City 111.4

Springboro High School Springboro Community City 111.1

Upper Arlington High School Upper Arlington City 111

Ottawa Hills High School Ottawa Hills Local 111

Waynesville High School Wayne Local 110.8

Versailles High School Versailles Exempted Village 110.7

What will you do this year to ensure ALL students experience success and growth?

District Objective – Student Achievement

Gap Analysis Used for Student Achievement/ Benchmarks District Objective – Student Achievement

ACT Benchmarks and Goals

How will you measure success/growth?

School SUBJECTNUMBER TESTED

PERCENT PROF. OR ABOVE

PERCENT ADV.

PERCENT ACCEL.

PERCENT PROF.

PERCENT BASIC

PERCENT LIMITED

PERCENT Adv + ACC

Solon City SD Reading 472 99.2 66.9 24.8 7.4 0.6 0.2 91.7

Waynesville Reading 128 97.7 39.1 33.6 25 1.6 0.8 72.7

                 

Solon City SD Mathematics 472 98.5 81.1 13.1 4.2 0.6 0.8 94.2

Waynesville Mathematics 128 94.5 64.8 23.4 6.3 3.1 2.3 88.2

                 

Solon City SD Writing 472 98.5 10.4 76.9 11.2 1.1 0.4 87.3

Waynesville Writing 128 97.7 0.8 75.8 21.1 0.8 1.6 76.6

                 

Solon City SD Science 472 97.7 60.8 22.5 14.4 1.7 0.6 83.3

Waynesville Science 128 94.5 46.1 22.7 25.8 3.9 1.6 68.8

                 

Solon City SD Social Studies 472 99.2 82.2 10 7 0.2 0.6 92.2

Waynesville Social Studies 128 94.5 70.3 12.5 11.7 3.1 2.3 82.8

                 

Solon City SD All Five 472 97          

Waynesville All Five 128 90.6

Waynesville High School

Ohio

Global

 Five-Year School Score Summary (2011)% of Students at WHS with a score of a “3” or above

 Five-Year School Score Summary (2011)% of Students at WHS with a score of a “3” or above

What does the Data Show???

OAA DATA2007 - 2011

6/7/8 Math 8 Science

6/7/8 Reading

WMS Performance Index

WMS OAA Summary Results

% Proficient

2007 2008 2009 2010 2011

6 Reading 94 87 92 92 96

6 Math 91 95 96 92 93

7 Reading 90 89 90 96 85

7 Math 84 84 94 90 84

7 Writing 96 95 91 NA NA

8 Reading 94 94 95 93 96

8 Math 88 83 92 84 90

8 Science 87 83 91 90 88

8 SS 85 86 89 NA NA

WMS OAA Summary Results

% AcceleratedAdvanced

2007 2008 2009 2010 2011

6 Reading 50 54 50 58 62

6 Math 66 72 67 84 66

7 Reading 45 48 53 57 52

7 Math 31 32 38 51 46

7 Writing 64 74 54 NA NA

8 Reading 58 70 63 65 73

8 Math 29 43 50 45 43

8 Science 56 44 65 63 61

8 SS 62 61 72 NA NA

Staff Development and Improvement

Components to help the teacher improve Student Achievement

2010-11

Staff Development Opportunities linked to the following: • Promoting rigor/relevance and student engagement in the classroom. (MSTR)• The Big Idea – part of connection. (HSTW – MSTR)• Rigor/Relevance Framework http://www.leadered.com/rrr.html• Real World predictable and unpredictable situations.

• Technology – engage, enrich, and re-teach. Real world examples – 21st Century Skills. Web page development, smartbaords used as smartboards, teacher/student resource, STEM.

• ACT Alignment –ACT Curriculum Review, reading comprehension assessments • S M A R T Goals - Goal meeting’s in September – 6-12 department meetings during late arrivals.

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 Laura Robb – Reading and Writing Strategies Collins Writing HSTW Focus Groups Professional Learning Communities Blooms , Blooms, Blooms……

WMSExtra Time/Extra Help

The definition of INSANITY is doing the same thing over and overagain and hoping for different results.

Essential Questions:

Who is the customer?

What will you do this year to ensure ALL students experience success?????

How do you determine success in your classroom/school????

How will you measure success?

What will you do if students are not successful?

“What does a Waynesville High School Graduate

look like???”

Average credits earned = 24.9

35.2% have taken an AP

course

ACT Ave. score – 21.5

58.7% will attend a four year college/university (12% out of state)

24.7% will attend a two year college/university

1.8% will go into the military

16.5% will go into the workforce

99% will have graduated in 4 years (86.9 state ave.)

Each will earn $7929.00 in scholarships

31.4% will have earned College Credit through: AP, PSEO or Dual Credit93% passed the OGT on

the First Attempt

Senior Year58% participate in Athletics95.4% participated in Fine Arts

29% will earn a Honors Diploma

Top 4 Majors1. Bio/medical2. Nursing3. Education4. Criminal Justice

Average GPA - 3.029

Building a Culture of High Expectations: