Euclid City Schools The Ohio Improvement Process and the District Leadership Team ...a Progress Report February 9, 2009

District Vision (2004) By 2010, the Euclid City School District will be the district of choice among first-ring districts.

By 2010, the Euclid City School District will be the district of choice among first-ring districts.

District Vision (2004) Meeting /exceeding state and national averages; Eliminating the achievement gap; 21st century skills (e.g. interpersonal skills, information skills, systems skills, technology utilization skills); Focusing on stakeholder satisfaction.

Meeting /exceeding state and national averages;

Eliminating the achievement gap;

21st century skills (e.g. interpersonal skills, information skills, systems skills, technology utilization skills);

Focusing on stakeholder satisfaction.

District Vision (2004) Slow, modest achievement gains. Achievement gaps have not been eliminated. 21 st century skills remain largely untested. Stakeholder satisfaction is mixed.

Slow, modest achievement gains.

Achievement gaps have not been eliminated.

21 st century skills remain largely untested.

Stakeholder satisfaction is mixed.

SOPRIS West Recommendations Comprehensive Literacy Framework (K-5 reading program) Making Meaning (K-5 reading program) 90-minute literacy blocks (K-5) Collaboration meetings Adopt a nationally-normed literacy assessment

Comprehensive Literacy Framework (K-5 reading program)

Making Meaning (K-5 reading program)

90-minute literacy blocks (K-5)

Collaboration meetings

Adopt a nationally-normed literacy assessment

SOPRIS West Recommendations Point person for RtI Intervention for middle schoolers reading below grade level Content area teachers receive PD in reading Establish a District Leadership Team District-Wide PBS Head principal at high school

Point person for RtI

Intervention for middle schoolers reading below grade level

Content area teachers receive PD in reading

Establish a District Leadership Team

District-Wide PBS

Head principal at high school

State Support Team 08-09 Paula Woods Ross May Meghan Shelby

Paula Woods

Ross May

Meghan Shelby

Making the Vision a Reality How do we get there? Where do we start? Do we have the resources? Will we have any support? Are you willing to commit to the challenge?

Where are you now? “Facing the brutal facts” 291/613 districts are in “Improvement Status” 23/291 are categorized as HIGH SUPPORT 5/23 HIGH SUPPORT districts are in Cuyahoga County Euclid is 1 of 5 HIGH SUPPORT districts in Cuyahoga County

291/613 districts are in “Improvement Status”

23/291 are categorized as HIGH SUPPORT

5/23 HIGH SUPPORT districts are in Cuyahoga County

Euclid is 1 of 5 HIGH SUPPORT districts in Cuyahoga County

What does “High Support” mean? Current “All or Nothing” Accountability System: consequences = the number of years the AYP targets are missed

Current “All or Nothing” Accountability System: consequences = the number of years the AYP targets are missed

Ohio’s Differentiated Accountability Model Distinguishes between: those in need of dramatic intervention, and those that are closer to meeting goals Categories: Low , Medium or High Support Regional State Support Teams (SST) provide: technical assistance and oversight

Distinguishes between:

those in need of dramatic intervention, and

those that are closer to meeting goals

Categories: Low , Medium or High Support

Regional State Support Teams (SST) provide:

technical assistance and oversight

Benefits of the Ohio Improvement Process (OIP) Targets support Provides consistent set of tools and strategies Emphasizes leadership team structures Values in-house expertise Emphasizes support over penalties

Targets support

Provides consistent set of tools and strategies

Emphasizes leadership team structures

Values in-house expertise

Emphasizes support over penalties

**Handout** “ Support Categories for Districts Under Ohio’s Differentiated Accountability Model” Low , Medium or High Support (Required/ Optional Interventions) NOTE: Use the Decision Framework to identify needs Establish Leadership Teams to Plan and Monitor Progress

NOTE:

Use the Decision Framework to identify needs

Establish Leadership Teams to Plan and Monitor Progress

State Personnel Development Grant (SPDG) The Opportunity to Lead Status as a “High Support” district Willingness to examine achievement gaps Readiness to establish collective leadership structures Evidence of pro-active grassroots initiatives (pockets of excellence) Belief that this process will help you reach your goals

Status as a “High Support” district

Willingness to examine achievement gaps

Readiness to establish collective leadership structures

Evidence of pro-active grassroots initiatives (pockets of excellence)

Belief that this process will help you reach your goals

Ohio Improvement Process Shared leadership/ shared responsibilities District Leadership Team School Leadership Teams

Shared leadership/ shared responsibilities

District Leadership Team

School Leadership Teams

District Leadership Team - Primary OIP Tasks Stage 1: Identify Critical Needs Use the Decision Framework to analyze district data Identify and affirm critical needs

Stage 1: Identify Critical Needs

Use the Decision Framework to analyze district data

Identify and affirm critical needs

Decision Framework Levels Achievement Curriculum, Assessment, Instruction, Professional Development Leadership, Climate, Graduation Rate, Community, Multiple Risk Factors 4. Resource Management

Achievement

Curriculum, Assessment, Instruction, Professional Development

Leadership, Climate, Graduation Rate, Community, Multiple Risk Factors

4. Resource Management

District Leadership Team - Primary OIP Tasks Stage 2: Develop Focused Plan Create few SMART goals S - Specific M - Measurable A - Achievable R - Realistic T - Timely

Stage 2: Develop Focused Plan

Create few SMART goals

S - Specific

M - Measurable

A - Achievable

R - Realistic

T - Timely

District Leadership Team - Primary OIP Tasks Stage 2: Develop Focused Plan Identify research-based strategies Develop progress indicators List action steps Develop communication plan Form School Leadership Teams

Stage 2: Develop Focused Plan

Identify research-based strategies

Develop progress indicators

List action steps

Develop communication plan

Form School Leadership Teams

School Leadership Teams - Primary OIP Tasks Complete School Decision Framework Identify critical needs Align School Action Steps to District Goals, Strategies, and Action Steps

Complete School Decision Framework

Identify critical needs

Align School Action Steps to District Goals, Strategies, and Action Steps

DLT and SLT- Primary OIP Tasks Stage 3: Implement and Monitor the Focused Plan Facilitate the implementation of the plan Develop tools to monitor plan Monitor and adapt the plan Focus on student outcomes

Stage 3: Implement and Monitor the Focused Plan

Facilitate the implementation of the plan

Develop tools to monitor plan

Monitor and adapt the plan

Focus on student outcomes

Ohio Improvement Process Stage 4: Evaluate the Improvement Process Use tools to evaluate the impact of the Ohio Improvement Process

Stage 4: Evaluate the Improvement Process

Use tools to evaluate the impact of the Ohio Improvement Process

Euclid City Schools The Ohio Improvement Process and the District Leadership Team ...a Progress Report February 9, 2009

Reading Achievement Reading Data Results of OAT/OGT Performance discrepancy among sub-groups

Reading Data

Results of OAT/OGT

Performance discrepancy among sub-groups

Reading Achievement

Identification of Sub-groups Minority/non-minority Economically Disadvantaged/non-disadvantaged Students with disabilities/non-disabilities

Minority/non-minority

Economically Disadvantaged/non-disadvantaged

Students with disabilities/non-disabilities

Sub-groups Reading Reading Reading

Resulting Reading Goal All students in Euclid City Schools will be proficient in reading by 2014. Therefore, by August, 2011 all schools will reduce by 50% the difference between their 2007-2008 passage rate on the OAT/OGT and 100% proficiency.

Strategies Implement the Board adopted, K-5 standards-based reading curriculum with consistency, fidelity and integrity. Collaborate, at all grade levels and in all content areas; to identify, implement and monitor effective research-based reading instruction and assessment.

Implement the Board adopted, K-5 standards-based reading curriculum with consistency, fidelity and integrity.

Collaborate, at all grade levels and in all content areas; to identify, implement and monitor effective research-based reading instruction and assessment.

Math

Identification of Sub-Groups Minority/non-minority Economically Disadvantaged/non-disadvantaged Students with disabilities/non-disabilities

Minority/non-minority

Economically Disadvantaged/non-disadvantaged

Students with disabilities/non-disabilities

Sub-groups Mathematics

Resulting Math Goal All students in Euclid City Schools will be proficient in math by 2014. Therefore, by August, 2011 all schools will reduce by 50% the difference between their 2007-2008 passage rate on the OAT/OGT and 100% proficiency.

Strategies Implement the Board adopted, standards-based math curriculum with consistency, fidelity and integrity. Create and implement a district-wide common formative assessment system for math. Collaborate to identify, implement and monitor effective research-based math instruction and assessment.

Implement the Board adopted, standards-based math curriculum with consistency, fidelity and integrity.

Create and implement a district-wide common formative assessment system for math.

Collaborate to identify, implement and monitor effective research-based math instruction and assessment.

District Climate Discipline data Suspensions Expulsions

Discipline data

Suspensions

Expulsions

Comparable District Suspension Rates per 100 Students 2005-06 2006-07 2007-08 Average EUCLID 54.6 57.3 60.2 57 East Cleveland 47.2 52 61.4 53 Warrensville Hts. 28.7 29.2 54.5 38 Maple Hts. 52.5 25.6 25.5 35 Lakewood 39.4 25.9 17.8 28 Cleveland Hts. / University Hts 27.8 25.1 25.6 26 S. Euclid/Lyndhurst 26 24.4 22.9 24 Elyria 21.8 21.1 21.2 21 Parma 21 17.6 17.7 19 Garfield Hts. 10.4 16 22.5 16 Bedford 7.9 8.3 7.4 8

Suspensions per 100 Students 2005-06 2006-07 2007-08 90 80 70 60 50 40 30 20 10 0 Elementary Middle High

Lost Instructional Days Suspensions 2007-08 3,752 suspensions of 1,673 students = 13,134 lost days

Suspensions 2007-08

3,752 suspensions of 1,673 students = 13,134 lost days

Resulting Climate Goal Euclid City Schools will provide learning environments that are safe, engaging and promote clear behavioral expectations for all students, as evidenced by a 25% decrease in suspensions by 2011, compared to 2007-08 data.

Euclid City Schools will provide learning environments that are safe, engaging and promote clear behavioral expectations for all students, as evidenced by a 25% decrease in suspensions by 2011, compared to 2007-08 data.

Strategies Create and implement a system of positive behavior supports. Redesign our data system to better access, review, analyze and act on student discipline data.

Create and implement a system of positive behavior supports.

Redesign our data system to better access, review, analyze and act on student discipline data.

PBS Survey Open today Available thru Friday

Open today

Available thru Friday

Next Steps... How does this effect each of us?

How does this effect each of us?