Cleveland Heights-University Heights City School District
Cleveland Heights-University Heights District Implementation and Monitoring PlanSmart GoalsGoal 1: Cleveland Heights-University Heights School District will increase student achievement, measured by performance index, by 1.76 points each year to achieve a B on performance index by 2019. (Reading)Strategies, Indicators and Progress MeasuresStrategy 1: Implement common assessments aligned to New Learning Standards as part of TBT processBaseline MeasureProgress MeasureProgress MeasureProgress MeasureProgress MeasureAdult Implementation Indicator (Date)(Date)Actual Results(Date)Actual Results(Date)Actual Results(Date)Actual ResultsThe TBT’s and BLT’s will demonstrate an average of 80% proficient or higher on steps 1-3 as measured by the surveys. BLT 62%TBT 61%1/15/155/15/15Goal 80%Student Performance Indicator The students in grades 4-10, as measured by the MAP assessment, will exceed, in growth, the difference between the EOY and BOY nationally normed RIT scores.See attached data (subtracted the BOY from the EOY national norm mean RIT score and added that number (growth) to our students’ Fall score to determine goal)2/16/153/20/156/2/15Implementation DetailsAction StepsMonitoring Evidence/ DataSourcesPerson(s) Responsible/ Group(s)Implementation TimelineCompletedResources Needed:Budget/Material/TechnologyDec-FebMarch-MayJune-AugSept-Nov1. Develop and use a process to create/revise rigorous common assessments K-12Develop- assessment product/ protocolUse - AssessmentAllison and Reading subcommittee and summer cohort groupProcessProductsProductsStarted during summer, 2014. Not completedHS-substitutes for summer cohort groupElementary—program specialists with teacher view of assessments2. Develop consistent learning targets throughout the district to be assessed based on curriculum map Learning Targets/Curriculum MapSandy, Octavia, Bob, Jen B.XSec -XXXK-12 focused standards on curriculum mapAfter PARCC testing, feedback will have to be solicited3. Develop master schedule to allow for collaborative planning time for assessment creation and planning K-12ScheduleAndrea, PaulXXK-5 schedule changed4. Administer common assessments as pre/post assessments for steps 1 and 5 of 5-step processBLT Feedback and TBT Protocols/ Assessment ProtocolBLT, DLT, Principals, TBTsXAdministration is underway 1-5Training for Thinkgate usageDates for CFA administrationPre-assessments have not been created.Create bank of pre-post assessments by standards in for use in TBT’s5. Develop and use a feedback protocol to provide feedback to TBTs on quality of common assessmentsProtocol/ AssessmentAllison/ TBT’s/ BLT’sVertical articulation grade to grade to analyze assessments with groups of teachers; feedback loop for teachers to provide input for each assessment by questionCleveland Heights-University Heights District Implementation and Monitoring PlanSmart GoalsGoal 1: Cleveland Heights-University Heights School District will increase student achievement, measured by performance index, by 1.76 points each year to achieve a B on performance index by 2019. (Reading)Strategies, Indicators and Progress MeasuresStrategy 2: Develop a scope and sequence with assessment mapsBaseline MeasureProgress MeasureProgress MeasureProgress MeasureProgress MeasureAdult Implementation Indicator (Date)(Date)Actual Results(Date)Actual Results(Date)Actual Results(Date)Actual ResultsThe TBT’s and BLT’s will demonstrate an average of 80% proficient or higher on steps 1-3 as measured by the surveys. BLT 62%TBT 61%1/15/155/15/15 Goal 80%Student Performance Indicator The students in grades 4-10, as measured by the MAP assessment, will exceed, in growth, the difference between the EOY and BOY nationally normed RIT scores.See attached data (subtracted the BOY from the EOY national norm mean RIT score and added that number (growth) to our students’ Fall score to determine goal)2/16/153/20/156/2/15Implementation DetailsAction StepsMonitoring Evidence/ DataSourcesPerson(s) Responsible/ Group(s)Implementation TimelineCompletedResources Needed:Budget/Material/TechnologyDec-FebMarch-MayJune-AugSept-Nov1. Develop a process to create K-12 curriculum mapProtocol to include: School Calendar, Standardized Test Dates, New Learning Standards, Instructional UnitsSandyYes2. Develop a curriculum map for English-language arts K-12Curriculum mapSandy, Bob, OctaviaYes. Teams were pulled together to develop curriculum mapsCurriculum maps vary grade to grade. If they need to be more similar in format and/or content grade by grade teams will need to be pulled in the Spring to take into account PARCC testing info3. Align materials and resources with curriculum mapsResource inventory by grade and subjectCurriculum mapSandySome contained in curriculum mapsAdditional alignment needs to be done and materials need to be piloted4. Monitor learning targets and alignment to teaching strategiesTBT Protocol, BLT feedbackXXXXCleveland Heights-University Heights District Implementation and Monitoring PlanSmart GoalsGoal 1: Cleveland Heights-University Heights School District will increase student achievement, measured by performance index, by 1.76 points each year to achieve a B on performance index by 2019. (Reading)Strategies, Indicators and Progress MeasuresStrategy 3: Instruct using effective instructional strategiesBaseline MeasureProgress MeasureProgress MeasureProgress MeasureProgress MeasureAdult Implementation Indicator (Date)(Date)Actual Results(Date)Actual Results(Date)Actual Results(Date)Actual ResultsThe TBT’s and BLT’s will demonstrate an average of 80% proficient or higher on steps 1-3 as measured by the surveys. BLT 62%TBT 61%1/15/155/15/15Goal 80%Student Performance Indicator The students in grades 4-10, as measured by the MAP assessment, will exceed, in growth, the difference between the EOY and BOY nationally normed RIT scores.See attached data (subtracted the BOY from the EOY national norm mean RIT score and added that number (growth) to our students’ Fall score to determine goal)2/16/153/20/156/2/15Implementation DetailsAction StepsMonitoring Evidence/ DataSourcesPerson(s) Responsible/ Group(s)Implementation TimelineCompletedResources Needed:Budget/Material/TechnologyDec-FebMarch-MayJune-AugSept-Nov1. Use ready-resources in TBT meetings (Bloom’s Taxonomy graphic, Marzano resources, others)Bloom’s taxonomy chartInstructional strategies chartBLT feedbackPrincipals, TBTsXXXAdd DOK information2. Identify and train teachers and administrators on best-practice instructional strategies in readingTraining datesTBT protocolsOTES walkthroughs?Sandy, Octavia, Bob, PrincipalsTasks and questions aligned to DOK3. Develop and use a protocol for peer-to-peer feedback on instructional strategies ProtocolOctavia, Bob, SandyXXSept –Nov 2015-164. Develop a library of resources of effective instructional strategies in useElectronic database of resources: videos, training modules, lesson plans, sample lessonsOctavia, Bob, SandyK-5 strategies from 2012-13 PDNeed to see PARCC assessment5. Develop and use a tiered support system for instructionProduct with clear expectations for instruction and assessmentOctavia, Bob, Sandy, PrincipalsXXCleveland Heights-University Heights District Implementation and Monitoring PlanSmart GoalsGoal 1: Cleveland Heights-University Heights School District will increase student achievement, measured by performance index, by 1.76 points each year to achieve a B on performance index by 2019. ( Math)Strategies, Indicators and Progress MeasuresStrategy 1: Implement common assessments aligned to New Learning Standards as part of TBT processBaseline MeasureProgress MeasureProgress MeasureProgress MeasureProgress MeasureAdult Implementation Indicator (Date)(Date)Actual Results(Date)Actual Results(Date)Actual Results(Date)Actual ResultsThe TBT’s and BLT’s will demonstrate an average of 80% proficient or higher on steps 1-3 as measured by the surveys. BLT 62%TBT 61%1/15/155/15/15Goal 80%Student Performance Indicator The students in grades 4-10, as measured by the MAP assessment, will exceed, in growth, the difference between the EOY and BOY nationally normed RIT scores.See attached data (subtracted the BOY from the EOY national norm mean RIT score and added that number (growth) to our students’ Fall score to determine goal)Implementation DetailsAction StepsMonitoring Evidence/ DataSourcesPerson(s) Responsible/ Group(s)Implementation TimelineCompletedResources Needed:Budget/Material/TechnologyDec-FebMarch-MayJune-AugSept-Nov1. Develop and use a process to create/revise rigorous common assessments K-12Develop- assessment product/ protocolUse - AssessmentAllison and TBT’s, FredProcessProducts70% completed k-12 assessments. Time for creating common assessments is still needed.2. Develop consistent learning targets throughout the district to be assessed based on curriculum map Learning Targets/Curriculum MapSandy, Octavia, Bob, FredXSec -XXXMaps are complete, revise to include most recent iteration of Performance Level Descriptors from PARCC3. Develop master schedule to allow for collaborative planning time for assessment creation and planningSchedulePrincipals, AndreaXXMiddle School has daily time, but elementary and high school have weekly TBT time, but no time for collaborative planning and assessment creation.4. Administer common assessments as pre/post assessments for steps 1 and 5 of 5-step processBLT Feedback and TBT Protocols/ Assessment ProtocolBLT, DLT, Principals, TBTsXXXX75% of assessments are created K-12 . Teachers need to be informed of how to access these assessments in IIS and be given the assessment timeline. Expectations for use of Common Assessments needs to be communicated to TBT’s5. Use the jurying process to determine the quality of common formative assessments.Protocol/ AssessmentAllison/ TBT’s/ BLT’sDevelopUseUseTraining and time for jurying process during summer 2015.Cleveland Heights-University Heights District Implementation and Monitoring PlanSmart GoalsGoal 1: Cleveland Heights-University Heights School District will increase student achievement, measured by performance index, by 1.76 points each year to achieve a B on performance index by 2019. (Math)Strategies, Indicators and Progress MeasuresStrategy 2: Develop a scope and sequence with pacing guides and assessment mapsBaseline MeasureProgress MeasureProgress MeasureProgress MeasureProgress MeasureAdult Implementation Indicator (Date)(Date)Actual Results(Date)Actual Results(Date)Actual Results(Date)Actual ResultsThe TBT’s and BLT’s will demonstrate an average of 80% proficient or higher on steps 1-3 as measured by the surveys. BLT 62%TBT 61%1/15/155/15/15Goal 80%Student Performance Indicator The students in grades 4-10, as measured by the MAP assessment, will exceed, in growth, the difference between the EOY and BOY nationally normed RIT scores.See attached data (subtracted the BOY from the EOY national norm mean RIT score and added that number (growth) to our students’ Fall score to determine goal)2/16/153/20/156/2/15Implementation DetailsAction StepsMonitoring Evidence/ DataSourcesPerson(s) Responsible/ Group(s)Implementation TimelineCompletedResources Needed:Budget/Material/TechnologyDec-FebMarch-MayJune-AugSept-Nov1. Develop a process to update and revise existing K-12 curriculum mapProtocol to include: School Calendar, Standardized Test Dates, New Learning Standards, Instructional UnitsSandyXX2. Develop a curriculum map for mathematics K-12Curriculum mapSandy, Octavia, BobXCompleted!Posted to C & I moodle page3. Align materials and resources with curriculum mapsResource inventory by grade and subjectCurriculum mapSandyXMath materials are currently being piloted in grades 6-12. Pilot will be completed April 2015 and recommendation for board adoption will be made by June4. Monitor learning targets and alignment to teaching strategiesTBT ProtocolBLT, DLT, PrincipalsXXXXongoingCleveland Heights-University Heights District Implementation and Monitoring PlanSmart GoalsGoal 1: Cleveland Heights-University Heights School District will increase student achievement, measured by performance index, by 1.76 points each year to achieve a B on performance index by 2019. (Math)Strategies, Indicators and Progress MeasuresStrategy 3: Instruct using effective instructional strategiesBaseline MeasureProgress MeasureProgress MeasureProgress MeasureProgress MeasureAdult Implementation Indicator (Date)(Date)Actual Results(Date)Actual Results(Date)Actual Results(Date)Actual ResultsThe TBT’s and BLT’s will demonstrate an average of 80% proficient or higher on steps 1-3 as measured by the surveys. BLT 62%TBT 61%1/15/155/15/15Goal 80%Student Performance Indicator The students in grades 4-10, as measured by the MAP assessment, will exceed, in growth, the difference between the EOY and BOY nationally normed RIT scores.See attached data (subtracted the BOY from the EOY national norm mean RIT score and added that number (growth) to our students’ Fall score to determine goal)2/16/153/20/156/2/15Implementation DetailsAction StepsMonitoring Evidence/ DataSourcesPerson(s) Responsible/ Group(s)Implementation TimelineCompletedResources Needed:Budget/Material/TechnologyDec-FebMarch-MayJune-AugSept-Nov1. Use ready-resources in TBT meetings (Bloom’s Taxonomy graphic, Webb’s Depth of Knowledge, Marzano resources, others)Bloom’s taxonomy chartInstructional strategies chart, DOK math specific materialsBLT feedbackPrincipals, TBTs team leaders and dept liaisonsXXXDOK math reference materials2. Identify and train teachers and administrators on best-practice instructional strategies in readingTraining datesTBT protocolsOTES walkthroughsUse of growth mindset video course with students with a gap in their math learningSandy, Octavia, Bob, PrincipalsUnion leadershipXXOngoing. Training specifically geared to closing the math achievement gap. For example, Student course on Growth Mindset in Math (Stanford University)3. Develop and use a protocol for peer-to-peer feedback on instructional strategies ProtocolOctavia, Bob, Sandy, PrincipalsXXPotential example “Please Notice” boards4. Develop a library of resources of effective instructional strategies in useElectronic database of resources: videos, training modules, lesson plans, sample lessonsOctavia, Bob, ,Sandy, Fred, DLT, Math Teachers PrincipalsXXXXExamine NCTM and OCTM resources to develop a toolkit of math resources. Tarsia puzzles, Math Vocabulary/Literacy tools 5. Develop and use a tiered level support system for instructionProduct with clear expectations for instruction and assessmentOctavia, Bob, , and Principals, Fred Intervention SpecialistsXRefer to core instructional materials for Tier 2 intervention strategies. Solicit feedback from TBT members on differentiation6. Create quantitative and qualitative measurement tools for pilot materialsSurveys for teachers, students, and parents. Data points from common assessments.DLT math subcommitteeXXXXTime for DLT Subcommitte to create surveys and analyze data. Cleveland Heights-University Heights District Implementation and Monitoring PlanSmart GoalsGoal 2: District will achieve a 10% reduction in the number of students receiving an office discipline referral (Climate)Strategies, Indicators and Progress MeasuresStrategy 1: Implement Positive Behavior Intervention Supports (PBIS)Baseline MeasureProgress MeasureProgress MeasureProgress MeasureProgress MeasureAdult Implementation Indicator (Date)(Date)Actual Results(Date)Actual Results(Date)Actual Results(Date)Actual Results50% of all teachers, 100% parapros K-12, 100% bus drivers, and 100% lunch assistants will receive a minimum of 2 hours PD (to include workshops, in-services, coursework, etc.) on improving culture and climate and obtaining effective classroom management strategies during the 2014-15 school year.10/15/142/15/156/15/15Student Performance Indicator 6/2014There will be a10% reduction to the number of students receiving classroom referrals from the 2013 school year to 2014. (goal 2,051)2,2799/26/143282/15/154/15/15615/15Implementation DetailsAction StepsMonitoring Evidence/ DataSourcesPerson(s) Responsible/ Group(s)Implementation TimelineCompletedResources Needed:Budget/Material/TechnologyDec-FebMarch-MayJune– AugSept - Nov1. Revise and monitor Student Assistance Team process to ensure use of established data collection tools K-12Surveys, office referral data, suspension data, BLT protocolsJeff Johnston and sub-committeeXX2. Revise and monitor district adopted PBIS practices detailed in Tiger Expectations & Guidelines to ensure consistent implementation K-12 (Common expectations, behavior definitions, interventions, universal support practices)Publish updated description of philosophy, resources and expectations on web, student, staff and community surveys, office referral data, suspension dataJeff Johnston and sub-committeeXX3. Conduct gap analysis to determine level of awareness and implementation of Tiger Nation practices detailed in Tiger Expectations & Guidelines at each schoolStaff self-assessment survey, inventory of practices, referral data, Building Leadership Team, meeting notes Jeff Johnston and sub-committeeXX4. Provide professional development to support district established PBIS practices detailed in Tiger Expectations & GuidelinesDistrict PD calendar, BLT, TBT protocolsJeff Johnston and sub-committeeXX5. Provide professional development to support district classroom management practicesDistrict PD calendar, BLT, TBT protocolsJeff Johnston and sub-committeeXX6. Enhance communication strategies via website and newsletters to inform parents and community members of climate initiatives.Update website content, published newsletters, parent letters, parent surveysJeff Johnston, Climate sub-committee, DLTXX7. Plan district events to support family/community understanding and participation in climate initiatives. Board meeting minutes, event flyers and posters, attendance sheets, community feedbackJeff Johnston, Climate sub-committee, Cleveland Heights-University Heights District Implementation and Monitoring PlanSmart GoalsGoal 2: The district will achieve a 6.2% reduction in suspensions for African-American students from 2013-2014 to 2014-2015.Strategies, Indicators and Progress MeasuresStrategy 2: The district will address discipline disproportionality through the transparent display of data and implementation of strategies that reduce the amount of time African-American students are removed from instruction for disciplinary reasons.Baseline MeasureProgress MeasureProgress MeasureProgress MeasureProgress MeasureAdult Implementation Indicator (Date)(Date)Actual Results(Date)Actual Results(Date)Actual Results(Date)Actual Results50% of all teachers, 100% parapros K-12, 100% bus drivers, and 100% lunch assistants will receive a minimum of 2 hours PD on improving culture and climate and obtaining effective classroom management strategies during the 2014-15 school year.10/15/142/15/156/15/15Student Performance Indicator 6/2014Reduce the percentage of suspensions of children of color from 93% to 86.8%9312/15/142/15/154/15/156/15/15Implementation DetailsAction StepsMonitoring Evidence/ DataSourcesPerson(s) Responsible/ Group(s)Implementation TimelineCompletedResources Needed:Budget/Material/TechnologyDec-FebMarch-MayJune-AugSept-Nov1. Measure and report building progress toward equity goal for African-American students every six weeks. Data Views (IC) office referral data, suspension dataJeff Johnston, Climate sub-committee, BLTsXX2. Analyze referral and disposition data for each building every 6 weeks. Analysis will include: race, gender, grade, location, type of instruction, disposition, days out of instruction)Data Views (IC) office referral data, suspension dataJeff Johnston, Climate sub-committee, BLTsXX3. Implement interventions that focus on reducing the amount of time African-American students are removed from instruction for disciplinary reasons (AEP, ALC, ALE, Odyssey). Data Views (IC) office referral data, suspension data, attendance data, Odyssey evaluationJeff Johnston, Climate sub-committee,BLT, OptionsXXNWEA MAP SUMMARY REPORT - MATHEMATICSGrade Level in2013 – 2014CHUH Mean RIT ScoreSpring 2013 – 2014National Norm RITSpring (EOY)Grade Level in Fall 2014 – 2015CHUH Mean RIT ScoreFall 2014 - 2015National Norm RITFall (BOY)Score needed to reach goal (EOY)Grade 2N/A191.3Grade 3N/A192.1Grade 3200.9203.1Grade 4200.1203.8208.9Grade 4206.1212.5Grade 5206.6212.9214.8Grade 5215.2221.0Grade 6211.6219.6217.7Grade 6219.7225.6Grade 7219.5225.6224.5Grade 7226.4230.5Grade 8221.9230.2226.3Grade 8229.7234.5Grade 9224.8233.8227.1Grade 9229.3236.0Grade 10226.1234.2228.6Grade 10230.0236.6Grade 11225.9236.0Grade 11228.9238.3Grade 12217.4N/AGrade 12218.5N/AN/AN/AN/AAreas of Strength (Consider Goal Area Performance)NWEA MAP SUMMARY REPORT - READINGGrade Level in2013 – 2014CHUH Mean RIT ScoreSpring 2013 – 2014National Norm RITSpring (EOY)Grade Level in Fall 2014 – 2015CHUH Mean RIT ScoreFall 2014 - 2015National Norm RIT Fall (BOY)Score needed to reach goal (EOY)Grade 2N/A189.6Grade 3N/A189.9Grade 3199.1199.2Grade 4197.6199.8204.6Grade 4202.2206.7Grade 5201.0207.1206.3Grade 5205.2212.3Grade 6206.3212.3210.5Grade 6212.4216.4Grade 7213.5216.3217Grade 7214.8219.7Grade 8215.7219.3218.9Grade 8219.8222.4Grade 9213.9221.4215.5Grade 9221.2222.9Grade 10219.5223.2220.2Grade 10222.4223.8Grade 11216.9223.4Grade 11217.8223.7Grade 12215.0N/AGrade 12213.7N/AN/AN/AAreas of Strength (Consider Goal Area Performance)Areas of Concern (Consider Goal Area Performance) ................
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