Euclid City Schools The Ohio Improvement Process and  the District Leadership Team ...a Progress Report February 9, 2009
District Vision (2004) <ul><li>By 2010, the Euclid City School District will be the district of choice among first-ring di...
District Vision (2004) <ul><li>Meeting /exceeding state and national averages; </li></ul><ul><li>Eliminating the achieveme...
District Vision (2004) <ul><li>Slow, modest achievement gains. </li></ul><ul><li>Achievement gaps have not been eliminated...
SOPRIS West Recommendations <ul><li>Comprehensive Literacy Framework (K-5 reading program) </li></ul><ul><li>Making Meanin...
SOPRIS West Recommendations <ul><li>Point person for RtI </li></ul><ul><li>Intervention for middle schoolers reading below...
State Support Team 08-09 <ul><li>Paula Woods </li></ul><ul><li>Ross May </li></ul><ul><li>Meghan Shelby </li></ul>
Making the Vision a Reality How do we get there? Where do we start? Do we have the resources? Will we have any support? Ar...
Where are you now? “Facing the brutal facts” <ul><li>291/613  districts are in “Improvement Status” </li></ul><ul><li>23/2...
What does “High Support” mean? <ul><li>Current “All or Nothing” Accountability System:   consequences  =  the number of ye...
Ohio’s Differentiated Accountability Model  <ul><li>Distinguishes  between: </li></ul><ul><ul><li>those in need of  dramat...
Benefits of the  Ohio Improvement Process (OIP) <ul><li>Targets  support  </li></ul><ul><li>Provides  consistent  set of  ...
**Handout** “  Support Categories for Districts Under Ohio’s Differentiated Accountability Model”   Low ,  Medium   or  Hi...
State Personnel Development Grant (SPDG) The Opportunity to Lead <ul><ul><li>Status as a  “High Support”  district </li></...
 
Ohio Improvement Process <ul><li>Shared leadership/ shared responsibilities </li></ul><ul><ul><li>District Leadership Team...
District Leadership Team -  Primary OIP Tasks <ul><li>Stage 1: Identify Critical Needs </li></ul><ul><ul><li>Use the Decis...
Decision Framework Levels <ul><li>Achievement </li></ul><ul><li>Curriculum, Assessment, Instruction, Professional Developm...
District Leadership Team -  Primary OIP Tasks <ul><li>Stage 2: Develop Focused Plan </li></ul><ul><ul><li>Create few SMART...
District Leadership Team -  Primary OIP Tasks <ul><li>Stage 2: Develop Focused Plan </li></ul><ul><ul><li>Identify researc...
School Leadership Teams  -  Primary OIP Tasks <ul><li>Complete School Decision Framework </li></ul><ul><li>Identify critic...
DLT and SLT-  Primary OIP Tasks <ul><li>Stage 3: Implement and Monitor the Focused Plan </li></ul><ul><ul><li>Facilitate t...
Ohio Improvement Process <ul><li>Stage 4: Evaluate the Improvement Process </li></ul><ul><ul><li>Use tools to evaluate the...
Euclid City Schools The Ohio Improvement Process and  the District Leadership Team ...a Progress Report February 9, 2009
Reading Achievement <ul><li>Reading Data </li></ul><ul><ul><ul><li>Results of OAT/OGT </li></ul></ul></ul><ul><ul><ul><li>...
Reading Achievement
Identification of Sub-groups <ul><li>Minority/non-minority </li></ul><ul><li>Economically Disadvantaged/non-disadvantaged ...
Sub-groups Reading Reading Reading
Resulting Reading Goal All students in Euclid City Schools will be proficient in reading by 2014.  Therefore, by August, 2...
Strategies  <ul><li>Implement the Board adopted, K-5 standards-based reading curriculum with consistency, fidelity and int...
Math
Identification of Sub-Groups <ul><li>Minority/non-minority </li></ul><ul><li>Economically Disadvantaged/non-disadvantaged ...
Sub-groups Mathematics
Resulting Math Goal All students in Euclid City Schools will be proficient in math by 2014.  Therefore, by August, 2011 al...
Strategies  <ul><li>Implement the Board adopted, standards-based math curriculum with consistency, fidelity and integrity....
District Climate  <ul><li>Discipline data </li></ul><ul><li>Suspensions </li></ul><ul><li>Expulsions </li></ul>
Comparable District Suspension Rates per 100 Students   2005-06 2006-07 2007-08 Average EUCLID 54.6 57.3 60.2 57 East Clev...
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  <ul><li>Suspensions 2007-08 </li></ul><ul><li>3,752  suspensions of 1,673 students =  13,134  los...
Resulting Climate Goal <ul><li>Euclid City Schools will provide learning environments that are safe, engaging and promote ...
Strategies  <ul><li>Create and implement  a system of positive behavior supports.  </li></ul><ul><li>Redesign our data sys...
PBS Survey <ul><li>Open today </li></ul><ul><li>Available thru Friday </li></ul>
Next Steps... <ul><li>How does this effect each of us? </li></ul>
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Euclid City Schools DLT Presentation Feb 9 2009

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This presentation was conducted by the Euclid City Schools' District Leadership team. Speakers were: Superintendent, Dr. Joffrey Jones, Principal, Dr. Charlie Smialek, Teachers Airel Townes and Margo Smolic, and State Support Team members Paula Woods and Ross May. The purpose of this presentation is to provide an overview of the actions the District Leadership Team has taken while examining data and forming goals.

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  • Euclid City Schools DLT Presentation Feb 9 2009

    1. 1. Euclid City Schools The Ohio Improvement Process and the District Leadership Team ...a Progress Report February 9, 2009
    2. 2. District Vision (2004) <ul><li>By 2010, the Euclid City School District will be the district of choice among first-ring districts. </li></ul>
    3. 3. District Vision (2004) <ul><li>Meeting /exceeding state and national averages; </li></ul><ul><li>Eliminating the achievement gap; </li></ul><ul><li>21st century skills (e.g. interpersonal skills, information skills, systems skills, technology utilization skills); </li></ul><ul><li>Focusing on stakeholder satisfaction. </li></ul>
    4. 4. District Vision (2004) <ul><li>Slow, modest achievement gains. </li></ul><ul><li>Achievement gaps have not been eliminated. </li></ul><ul><li>21 st century skills remain largely untested. </li></ul><ul><li>Stakeholder satisfaction is mixed. </li></ul>
    5. 5. SOPRIS West Recommendations <ul><li>Comprehensive Literacy Framework (K-5 reading program) </li></ul><ul><li>Making Meaning (K-5 reading program) </li></ul><ul><li>90-minute literacy blocks (K-5) </li></ul><ul><li>Collaboration meetings </li></ul><ul><li>Adopt a nationally-normed literacy assessment </li></ul>
    6. 6. SOPRIS West Recommendations <ul><li>Point person for RtI </li></ul><ul><li>Intervention for middle schoolers reading below grade level </li></ul><ul><li>Content area teachers receive PD in reading </li></ul><ul><li>Establish a District Leadership Team </li></ul><ul><li>District-Wide PBS </li></ul><ul><li>Head principal at high school </li></ul>
    7. 7. State Support Team 08-09 <ul><li>Paula Woods </li></ul><ul><li>Ross May </li></ul><ul><li>Meghan Shelby </li></ul>
    8. 8. 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?
    9. 9. Where are you now? “Facing the brutal facts” <ul><li>291/613 districts are in “Improvement Status” </li></ul><ul><li>23/291 are categorized as HIGH SUPPORT </li></ul><ul><li>5/23 HIGH SUPPORT districts are in Cuyahoga County </li></ul><ul><li>Euclid is 1 of 5 HIGH SUPPORT districts in Cuyahoga County </li></ul>
    10. 10. What does “High Support” mean? <ul><li>Current “All or Nothing” Accountability System: consequences = the number of years the AYP targets are missed </li></ul><ul><li>  </li></ul>
    11. 11. Ohio’s Differentiated Accountability Model <ul><li>Distinguishes between: </li></ul><ul><ul><li>those in need of dramatic intervention, and </li></ul></ul><ul><ul><li>those that are closer to meeting goals </li></ul></ul><ul><li>Categories: Low , Medium or High Support </li></ul><ul><li>Regional State Support Teams (SST) provide: </li></ul><ul><ul><li>technical assistance and oversight </li></ul></ul>
    12. 12. Benefits of the Ohio Improvement Process (OIP) <ul><li>Targets support </li></ul><ul><li>Provides consistent set of tools and strategies </li></ul><ul><li>Emphasizes leadership team structures </li></ul><ul><li>Values in-house expertise </li></ul><ul><li>Emphasizes support over penalties </li></ul>
    13. 13. **Handout** “ Support Categories for Districts Under Ohio’s Differentiated Accountability Model” Low , Medium or High Support (Required/ Optional Interventions) <ul><li>NOTE: </li></ul><ul><li>Use the Decision Framework to identify needs </li></ul><ul><li>Establish Leadership Teams to Plan and Monitor Progress </li></ul>
    14. 14. State Personnel Development Grant (SPDG) The Opportunity to Lead <ul><ul><li>Status as a “High Support” district </li></ul></ul><ul><ul><li>Willingness to examine achievement gaps </li></ul></ul><ul><ul><li>Readiness to establish collective leadership structures </li></ul></ul><ul><ul><li>Evidence of pro-active grassroots initiatives (pockets of excellence) </li></ul></ul><ul><ul><li>Belief that this process will help you reach your goals </li></ul></ul>
    15. 16. Ohio Improvement Process <ul><li>Shared leadership/ shared responsibilities </li></ul><ul><ul><li>District Leadership Team </li></ul></ul><ul><ul><li>School Leadership Teams </li></ul></ul>
    16. 17. District Leadership Team - Primary OIP Tasks <ul><li>Stage 1: Identify Critical Needs </li></ul><ul><ul><li>Use the Decision Framework to analyze district data </li></ul></ul><ul><ul><li>Identify and affirm critical needs </li></ul></ul>
    17. 18. Decision Framework Levels <ul><li>Achievement </li></ul><ul><li>Curriculum, Assessment, Instruction, Professional Development </li></ul><ul><li>Leadership, Climate, Graduation Rate, Community, Multiple Risk Factors </li></ul><ul><li>4. Resource Management </li></ul>
    18. 19. District Leadership Team - Primary OIP Tasks <ul><li>Stage 2: Develop Focused Plan </li></ul><ul><ul><li>Create few SMART goals </li></ul></ul><ul><ul><ul><li>S - Specific </li></ul></ul></ul><ul><ul><ul><li>M - Measurable </li></ul></ul></ul><ul><ul><ul><li>A - Achievable </li></ul></ul></ul><ul><ul><ul><li>R - Realistic </li></ul></ul></ul><ul><ul><ul><li>T - Timely </li></ul></ul></ul>
    19. 20. District Leadership Team - Primary OIP Tasks <ul><li>Stage 2: Develop Focused Plan </li></ul><ul><ul><li>Identify research-based strategies </li></ul></ul><ul><ul><li>Develop progress indicators </li></ul></ul><ul><ul><li>List action steps </li></ul></ul><ul><ul><li>Develop communication plan </li></ul></ul><ul><ul><li>Form School Leadership Teams </li></ul></ul>
    20. 21. School Leadership Teams - Primary OIP Tasks <ul><li>Complete School Decision Framework </li></ul><ul><li>Identify critical needs </li></ul><ul><li>Align School Action Steps to District Goals, Strategies, and Action Steps </li></ul>
    21. 22. DLT and SLT- Primary OIP Tasks <ul><li>Stage 3: Implement and Monitor the Focused Plan </li></ul><ul><ul><li>Facilitate the implementation of the plan </li></ul></ul><ul><ul><li>Develop tools to monitor plan </li></ul></ul><ul><ul><li>Monitor and adapt the plan </li></ul></ul><ul><ul><li>Focus on student outcomes </li></ul></ul>
    22. 23. Ohio Improvement Process <ul><li>Stage 4: Evaluate the Improvement Process </li></ul><ul><ul><li>Use tools to evaluate the impact of the Ohio Improvement Process </li></ul></ul>
    23. 24. Euclid City Schools The Ohio Improvement Process and the District Leadership Team ...a Progress Report February 9, 2009
    24. 25. Reading Achievement <ul><li>Reading Data </li></ul><ul><ul><ul><li>Results of OAT/OGT </li></ul></ul></ul><ul><ul><ul><li>Performance discrepancy among sub-groups </li></ul></ul></ul>
    25. 26. Reading Achievement
    26. 27. Identification of Sub-groups <ul><li>Minority/non-minority </li></ul><ul><li>Economically Disadvantaged/non-disadvantaged </li></ul><ul><li>Students with disabilities/non-disabilities </li></ul>
    27. 28. Sub-groups Reading Reading Reading
    28. 29. 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.
    29. 30. Strategies <ul><li>Implement the Board adopted, K-5 standards-based reading curriculum with consistency, fidelity and integrity. </li></ul><ul><li>Collaborate, at all grade levels and in all content areas; to identify, implement and monitor effective research-based reading instruction and assessment. </li></ul>
    30. 31. Math
    31. 32. Identification of Sub-Groups <ul><li>Minority/non-minority </li></ul><ul><li>Economically Disadvantaged/non-disadvantaged </li></ul><ul><li>Students with disabilities/non-disabilities </li></ul>
    32. 33. Sub-groups Mathematics
    33. 34. 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.
    34. 35. Strategies <ul><li>Implement the Board adopted, standards-based math curriculum with consistency, fidelity and integrity. </li></ul><ul><li>Create and implement a district-wide common formative assessment system for math. </li></ul><ul><li>Collaborate to identify, implement and monitor effective research-based math instruction and assessment. </li></ul>
    35. 36. District Climate <ul><li>Discipline data </li></ul><ul><li>Suspensions </li></ul><ul><li>Expulsions </li></ul>
    36. 37. 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
    37. 38. Suspensions per 100 Students 2005-06 2006-07 2007-08 90 80 70 60 50 40 30 20 10 0 Elementary Middle High
    38. 39. Lost Instructional Days <ul><li>Suspensions 2007-08 </li></ul><ul><li>3,752 suspensions of 1,673 students = 13,134 lost days </li></ul>
    39. 40. Resulting Climate Goal <ul><li>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. </li></ul>
    40. 41. Strategies <ul><li>Create and implement a system of positive behavior supports. </li></ul><ul><li>Redesign our data system to better access, review, analyze and act on student discipline data. </li></ul>
    41. 42. PBS Survey <ul><li>Open today </li></ul><ul><li>Available thru Friday </li></ul>
    42. 43. Next Steps... <ul><li>How does this effect each of us? </li></ul>
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