Building a Culture of High Expectations: Rigor, Relevance and Relationships Through Extra Time and...

Building a Culture of High Expectations: Rigor, Relevance and Relationships Through Extra Time and Extra Help

How the OIP process at Waynesville Schools and the data over the last few years led them (an already “Excellent” School System) to transition from the OGT Standards to the ACT National

Core Standards.

www.wayne-local.com/content/highschool/principalsmessage

Waynesville High School is part of a small, rural school district in northern Warren County. 500

Students are enrolled at WHS for the 2011-12 school year with 59 students attending the WCCC. The

high school shares four of its twenty-eight teachers with the adjacent middle school. Waynesville High

School has been rated Excellent for the past 8 years.

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 is the Ultimate TEAM sport ?

Big

Short

Tall

Slow

Fast

Small

African American

Middle Class

Poor

Wealthy

Not so Smart

SmartWhite

WHY?????????????

Hispanic

Coach starts with the end in mind

Scout Opponents

Look at film of past performancesSet goals

Look at current talent and put those players in thebest possible situations for success

Develop Practice Plan/Schedule

Break Skills down into IndividualGroupTeamTeach Players how to handle adversitygame-like situations

Make Adjustments

Play the Game

Make Adjustments

Look at current talent and put those players in thebest possible situations for success

?

What Does Your Class Look Like?????

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??

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?

?

??

??

??

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?

?

The Teacher starts with the end in mind – You have the power to do whatever it takes to ensure success!

State Standards/ACT/Grade 13Scout Opponents

Look at data from past performancesCollaborate with prior teacher or MSLook at teachers/schools who are successful

Set goals

Look at current talent and put those students in thebest possible situations for success

Develop Lesson Plans

Break Standards/Indicators down into: IndividualGroupClassTeach Students how to handle adversityHigh-Stakes Situations

DIFFERENTIATE Make Adjustments

Formative Assessment

Look at current talent and put those students in thebest possible situations for success

DIFFERENTIATE Make Adjustments

TEACHER !!!!

The Most Important Component to Improving Student Achievement is

the

Smart Goals/OIP&

Evaluating Current Programs&

Intervention Opportunities&

Staff Development and Improvement

Components to help the teacher improve Student Achievement

S.M.A.R.T. GoalsSpecific

Measurable

Achievable

Realistic

Timely

Specific - A specific goal has a much greater chance of being accomplished than a general goal. To set a specific goal you must answer the six "W" questions: *Who: Who is involved? *What: What do I want to accomplish? *Where: Identify a location. *When: Establish a time frame. *Which: Identify requirements and constraints. *Why: Specific reasons, purpose or benefits of accomplishing the goal. EXAMPLE: A general goal would be, "Get in shape." But a specific goal would say, "Join a health club and workout 3 days a week." Measurable - Establish concrete criteria for measuring progress toward the attainment of each goal you set. When you measure your progress, you stay on track, reach your target dates, and experience the exhilaration of achievement that spurs you on to continued effort required to reach your goal. To determine if your goal is measurable, ask questions such as......How much? How many? How will I know when it is accomplished? Achievable - When you identify goals that are most important to you, you begin to figure out ways you can make them come true. You develop the attitudes, abilities, skills, and financial capacity to reach them. You begin seeing previously overlooked opportunities to bring yourself closer to the achievement of your goals. You can attain most any goal you set when you plan your steps wisely and establish a time frame that allows you to carry out those steps. Goals that may have seemed far away and out of reach eventually move closer and become attainable, not because your goals shrink, but because you grow and expand to match them. When you list your goals you build your self-image. You see yourself as worthy of these goals, and develop the traits and personality that allow you to possess them. Realistic - To be realistic, a goal must represent an objective toward which you are both willing and able to work. A goal can be both high and realistic; you are the only one who can decide just how high your goal should be. But be sure that every goal represents substantial progress. A high goal is frequently easier to reach than a low one because a low goal exerts low motivational force. Some of the hardest jobs you ever accomplished actually seem easy simply because they were a labor of love. Your goal is probably realistic if you truly believe that it can be accomplished. Additional ways to know if your goal is realistic is to determine if you have accomplished anything similar in the past or ask yourself what conditions would have to exist to accomplish this goal. Timely - A goal should be grounded within a time frame. With no time frame tied to it there's no sense of urgency. If you want to lose 10 lbs, when do you want to lose it by? "Someday" won't work. But if you anchor it within a timeframe, "by May 1st", then you've set your unconscious mind into motion to begin working on the goal. T can also stand for Tangible - A goal is tangible when you can experience it with one of the senses, that is, taste, touch, smell, sight or hearing. When your goal is tangible you have a better chance of making it specific and measurable and thus attainable.

#1 – By 2012-2013, all students in grades K-12 will improve reading performance on the OAA/OGT (Grades 3-8 and 10), OTELA and locally selected summative assessments (Grades K-12).

#2- By 2012-13, All Students in grades K-12 will improve performance on the OAA/OGT (Grades 3-8 and 10), and locally selected summative assessments (Grades K-12) in mathematics.

#3- By 2012-2013, school climate will be enhanced through the development of professional learning communities that focus on all aspects of student success.

This is a district goal identified in the Ohio Improvement Process

Teacher Goals

Student Goals

#1 – Improve Reading Performance #2 - Improve Math Performance

District Goals and Measures

Specific -stated, Measurable –meaningful, Achievable-aligned, Realistic –relevant, Time based GOALS

Superintendent’s BOE Goals

Principal’s Goal

Developed through the Ohio Improvement Process

#3 Climate/PD

ACT Reading College

Readiness

ELA standards

End of course exams

Increase the number of

Informational Texts

Read to Learn Strategies

Acquisition of Vocabulary

Collins Writing

“EXPLORE”“The Plan”

Research based best

practices in the area of ELA

Actively engaged in

Reading

ACT Math College

Readiness

Common Core Standards

End of course exams

Reading, writing and

thinking lesson plan template

Explore best practices in the

area of Mathematics

Collins Writing

“EXPLORE”“The Plan”

Research based best

practices in the area of Math

Read to Learn Strategies

Improving ACTscores using

the ACTCollege

Readinessworksheets

Monthly staffDevelopment

topics thatfocus on goalsand measures,rigor/relevance

Studentengagement,

FormativeAssessments

and Collins Writing.

Integration ofTechnology

Researchbased bestPractices

PeerObservations

SMART Goals

Building Level

Instructionfocused on

rigor/relevanceand student

engagement inthe classroom.

Developstrategies that

reach allstudents withlesson plansfocused on

DifferentiatedInstruction.

SMART Goals

ACT/OGT/OAAAlignment

ET/EH/TASC80-100% ofall studentsinvolved in

ActiveIntervention and

Enrichment

Spartan Pride

Teacher Goals

Teacher Template for Developing Goals for Individual Meetings

Specific -stated, Measurable –meaningful, Achievable-aligned, Realistic –relevant, Time based GOALS

Principal’s Goals

Developed supporting the Ohio Improvement Process/District Goals

Individual #1 – Improve Reading Performance #2 - Improve Math Performance #3 Climate/PD

Middle and High SchoolGoals and Measures

August , 2010

2010

2011

2010

2011

#1 – By 2012-2013, all students in grades K-12 will improve reading performance on the OAA/OGT (Grades 3-8 and 10), OTELA and locally selected summative assessments (Grades K-12).

1. Evaluate current practices related to improving reading achievement using the ACT Reading College Readiness standards.2. Provide teachers with the latest information/resources from the Common Core and develop a systematic approach to adopting ELA

standards across the curriculum – developing a language arts matrix – introduced, developed, mastered, and reviewed.3. Administer field test (25-30) for end of course exams provided by Quality Core in the following courses: English 10.4. Develop strategies that reach all students with lesson plans focused on reading, writing and thinking and provide teachers with a sample

lesson plan template.5. Increase the number of informational texts read based on core percentages: 45% Literary, 55% Informational (MS) and 30% Literary,

70% Informational texts (HS). Develop and administer reading comprehension assessments to collect data.6. Connect the acquisition of vocabulary to improvement of read-to learn strategies using informational texts daily.7. Administer the “EXPLORE” to all 8th grade students and “The Plan” to all 9th grade students and analyze data with regard to college

readiness in Reading.• Data Analysis from the EXPLORE – given in November of 2010.

8. Collins Writing used four times per week (one type 1, and three type 2 samples) and teachers will document writing/reading prompts and share with staff during PD on selected dates in 2010-11. (Growth in OAA and OGT scores and positive impact on district PI).

9. Promote, identify, and allow staff members the opportunity to explore best practices in the area of ELA throughout area schools.10. Redesign print materials in the HS media center to encourage and increase circulation numbers. (Barnes and Noble approach)

This is a district goal identified in the Ohio Improvement Process

#2- By 2012-13, All Students in grades K-12 will improve performance on the OAA/OGT (Grades 3-8 and 10), and locally selected summative assessments (Grades K-12) in mathematics.

1. Evaluate current practices related to improving math achievement using the ACT Mathematics College Readiness standards.2. Provide teachers with the latest information/resources from the Common Core and develop a systematic approach to adopting mathematics

standards.• Top 10 Lists – Endurance, Leverage, and Readiness for the next level and life.

3. Administer field test (25-30 students) for end of course exams provided by Quality Core in the following courses: Algebra and Algebra II.4. Develop strategies that reach all students with lesson plans focused on reading, writing and thinking and provide teachers with a sample lesson

plan template.5. Administer the “EXPLORE” to all 8th grade students and “The Plan” to all 9th grade students and analyze data with regard to college readiness

in Mathematics.• Data analysis from the EXPLORE given in November of 2010.6. Collins Writing used four times per week (one type 1, and three type 2 samples) and teachers will document writing/reading

prompts and share with staff during PD on selected dates in 2010-11. (Growth in OAA and OGT scores and positive impact on district PI).

#3- By 2012-2013, school climate will be enhanced through the development of professional learning communities that focus on all aspects of student success.

1. Evaluate current practices related to improving ACT scores using the ACT College Readiness standards across the curriculum by.2. Monthly staff development topics that focus on goals and measures, rigor/relevance, student engagement, formative assessments and

Collins Writing.3. Promote with staff that every student will be actively engaged in a challenging learning experience for 47 minutes each period – Differentiated

Instruction.4. Promote the integration of technology with the expectation that all teachers will utilize the technology resources/PD workshops, and develop

teacher web pages (WHS).5. Promote, identify, and allow staff members the opportunity to explore best practices throughout area schools.6. Develop a sample lesson plan template to utilize district initiatives, PD and to link to the common core.7. Develop a systematic approach to peer observations quarterly.8. Develop agendas for 6-12 department meetings to be held on late arrival dates in October and November.9. Individual Smart Goal meetings with teachers completed by 9/30/10.

These are district goals identified in the Ohio Improvement Process

Differentiated Instruction

Individual SMART Goals How will you determine if students are successful in your class??

What % of students are being Successful????

Eliminate 5% - We know 2-5% are not goingto make it regardless of what we do – that doesn’t mean we are going to give up on them- it means we are not going to let that 5% distract us.

Review the current data I have given you on grade distribution

If you still have over 10% of your students below 70% after subtracting5% then what do I need to do?

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

What do you need to do prepare for the transition to the Common Core and ACT? Each teacher will need to become familiar with the standards. Two resources to help with this:

Common Core (http://www.corestandards.org/) College Readiness Standards (http://www.act.org/standard/index.html) Non-negotiable Knowledge and Skills Needed by All 8th Grade Students (www.act.org/ccrw/resources)

•Once Teachers become familiar with the above links they will print the pages specific to your content area : http://www.act.org/standard/pdf/CRS.pdf and use it as a starting point to evaluate their current alignment/courses and gaps.

•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.

•Currently our 7th grader class will fall under the new standards. It doesn’t appear that students will be required to achieve a certain ACT score for graduation, however it will continue to be an indicator for our building/district. We will need to start thinking about senior projects and research best practices throughout the country – more on this later…..right now moving toward ACT is a primary district focus, while we also continue to move more students into advanced and accelerated on the OAA/OGT. We have a district goal of exceeding 105 in our PI for 2011.

2010-11

Adoption of Revised Academic Content Standards and Common Core State Standards

http://www.act.org/explore/

http://www.act.org/plan/index.html

http://www.act.org/qualitycore/index.html

http://www.corestandards.org/

http://www.act.org/standard/index.html

http://www.act.org/standard/pdf/CRS.pdf

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

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

7th Grade – Explore (Retired Version)

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 (retired version scored internally) October Assessment DayIowa Testing (We might want to look at eliminating this in the future)

8th GradeKuder/OCIS OAA (Reading, Science and Math)Real World Real Money MMGW Assessment (every other year- Tom Suggest eliminating this)

Mock Interviews Explore (scored by ACT) October Assessment Day

9th GradeKuder/OCIS Plan (scored by ACT) October Assessment DayCareer Day PSAT (not mandatory)

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 (retired version scored internally) October Assessment DayIowa Testing (We might want to look at eliminating this in the future)

8th GradeKuder/OCIS OAA (Reading, Science and Math)Real World Real Money MMGW Assessment (every other year- Tom Suggest eliminating this)

Mock Interviews Explore (scored by ACT) October Assessment Day

9th GradeKuder/OCIS Plan (scored by ACT) October Assessment DayCareer Day PSAT (not mandatory)

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

Evaluating Current Programs


“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

The WHS curriculum has three levels:

College-Preparatory Honors

Advanced Placement (AP)

All low-level courses have been eliminated from the curriculum.Increased expectations placed on the Middle School

All students complete, at the minimum, college-preparatory classes as freshmen and sophomores.

Currently we offer Advanced Algebra, Geometry, Spanish & Latin at the middle school level for HS Credit

Beginning in the junior year, students may go to the Warren County Career Center

21% Senior Class - WCCC Students22% Junior Class - WCCC Students


What does the Data Show???

147% Improvement20112002

0

20

40

60

80

100

2002 2007

59

97

Total Students in Math Electives

64% Improvement

64% Improvement

125

207

0

50

100

150

200

250

2002 2007

Total Students in Science Electives

66% Improvement

66% Improvement

20112002

20112002

95

196

0

50

100

150

200

2002 2007

Total Students in Social Studies Electives

106% Improvement

106% Improvement

235291

0

50

100

150

200

250

300

2002 2007

Total Students in Foreign Language

24% Improvement

24% Improvement

20112002

20112002

168

200

150

160

170

180

190

200

2002 2007

Total Students in Business/Technology

19% Improvement

19% Improvement

269

295

250

260

270

280

290

300

2002 2007

Total Students in Fine Arts

10% Improvement

10% Improvement

20112002

20112002

Senior Option—NEW for the Class of 2008

Seniors who are enrolled in at least one credit in each of the four content areas will have the option of a late arrival. Seniors may arrive at WHS after 1st or 2nd period depending on the number of courses they are enrolled in. Seniors must fill at least a 5 period day with no study halls.

1 Period 2 Period WCCC Not Taking Option

14 41 32 34

12% 33% 26% 29%

2006/07 48% of our seniors have 1 study hall and 1 Teacher Assistant 41% of our seniors currently have at least one class in each of the 4 content areas 68% of our seniors have a math course

2007/08 0% of our seniors have 1 study hall and 1 Teacher Aide 91% of our seniors registered for at least one class in each of the 4 content areas 100% of our seniors have a math course

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

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%


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).

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%


On Target

Nearly on Target

Not on Target

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

ADAMS JOHN M 9 98 25 26-30 On TargetALLEN ADAM M 9 21 22-26 On TargetBADIA AMANDA F 9 92 20 21-25 On TargetBAUSMITH ISAIAH M 9 20 21-25 On Target

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

ABRAM KARLIE F 9 76 18 19-23 Nearly on TargetAPPLE VICTORIA F 9 76 18 19-23 Nearly on TargetBORING DAKOTA M 9 70 18 19-23 Nearly on TargetBRIGGS ANDREW M 9 79 18 19-23 Nearly on Target

Last Name First Name Gender Grade Comp (Iowa 2009) Composite (Plan 2011) Projected ACT Goal - Comp Score of 24 (17 and below)

AGEE HENRY M 9 68 16 16-20 Not on TargetBAKER MEGAN F 9 13 13-17 Not on TargetBELLAR BRITTANY F 9 50 17 17-21 Not on TargetBOWLING REBECCA F 9 65 15 15-19 Not on Target

Intervention Opportunities


Warning Bell 7:301st Period 7:35-8:222nd Period 8:25-9:123rd Period 9:15 - 10:024th Period 10:02 - 12:02

A Lunch - 10:02 - 10:32 Class - 10:35 - 11:32C Lunch - 11:02 - 11:32 Class - 10:05 - 11:02

ET/EH 11:35 - 12:02

5th Period 12:05 - 12:526th Period 12:55 - 1:427th Period 1:45 - 2:32Buses Depart 2:37

WHS Schedule

Providing Intervention Opportunities During the School Day

Academic Intervention

Band

Honors Biology II

Supportive Peers

Commons/Gym

Data

Communication

High Expectations

TeacherSupport

Intervention at WHS

ACT/PSAT Intervention

Support Groups offered by Guidance

OGT Intervention

Parent Support

Writing Center Peers

AP Intervention

ET/EH PLACEMENTS2002-2003

Academic Intervention 1,981 students = 70 Students each week placed in intervention.

65 students each week placed in proficiency intervention.

100 Students in Band

20 Students in Hon. Bio II

58% Involved in Active Intervention or Instruction


2010/11Academic Intervention – *4,222 students = 142 Students each week placed in intervention.

*Includes all of the following:OGT Intervention StudentsStudents in BandStudents in Hon. Bio IIStudents in AP CoursesStudents in ArtSupportive Peers

85% Involved in Active Intervention or Instruction each

week


Proficiency Intervention Year One2002/03

This is by far the most exciting data we have gathered throughout the first Year. Citizenship scores showed the most improvement with the average score per student improving by 16.9. The chart below shows the tremendous improvement in all areas. (all students included had failed the same test at least 3 times)

7.56

11.25

0.79

17.31

6.17

3.39

13.67

0.3

16.64

13.78

5.4

12.46

0.54

16.9

21.4

0

5

10

15

20

25

Science Math Reading Writing Citizenship

1st Sem

2nd Sem

Ave Increase

Keeping ScoreYear One


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

11%

33%

50%

4%2%

21%

36%

33%

7%

3%

25%

44%

26%

4%

1%

17%

32%

44%

7%

0%

40%

34%

25%

2%0%

0%

10%

20%

30%

40%

50%

60%

Advanced Accelerated Proficient Basic Limited

2007 Reading

2008 Reading

2009 Reading

2010 Reading

2011 Reading

OGT - Reading

27%

49%

41% 40%

64%

47%

66%

29%

15%

25%27%

18%21%

23%25%

27% 28%

21%

10%

25%

6%

14%

6%4%

6%

2%

7%

3%5%

3% 2%

6% 6%

1% 2%

0%

10%

20%

30%

40%

50%

60%

70%

.2005 Math .2006 Math .2007 Math .2008 Math .2009 Math .2010 Math .2011 Math

Advanced

Accelerated

Proficient

Basic

Limited

OGT - Math

0%

10%

20%

30%

40%

50%

60%

70%

80%

2005Writing

2006Writing

2007Writing

2008Writing

2009Writing

2010Writing

2011Writing

54%

74% 73%

59%

72%

53%

76%

30%

21%

25%

34%

23%

43%

21%

2%0% 0% 0% 0% 0%

2%

10%

2% 2%

6%3% 3%

1%4% 3%

0% 1%3%

1% 1%

Advanced

Accelerated

Proficient

Basic

Limited

OGT - Writing

25%27%

29%28%

32%34%

46%

28% 28%

25%27%

37%

27%

23%

4%2%

3%4%

3%1% 2%

17%15%

11%

15%

8%

12%

4%

0%

5%

10%

15%

20%

25%

30%

35%

40%

45%

50%

2005 Science 2006 Science 2007 Science 2008 Science 2009 Science 2010 Science 2011 Science

Advanced

Accelerated

Proficient

Basic

Limited

OGT - Science

25%

34%

48%

42%

52%

59%

70%

32% 33%

23%21%

19%16%

12%

26% 26%

18%

25% 24%

19%

13%

6%

2% 3%5%

3%0%

2%

11%

5%8% 7%

3%

7%3%

0%

10%

20%

30%

40%

50%

60%

70%

80%

2005 SocialStudies

2006 SocialStudies

2007 SocialStudies

2008 SocialStudies

2009 SocialStudies

2010 SocialStudies

2011 SocialStudies

Advanced

Accelerated

Proficient

Basic

Limited

OGT – Social Studies

Warren County SUBJECTNUMBER TESTED

PERCENT PROF. OR ABOVE

PERCENT ADV.

PERCENT ACCEL.

PERCENT PROF.

PERCENT BASIC

PERCENT LIMITED

Mason All Five 829 93.7 . . . . .Springboro All Five 365 93.4 . . . . .

Waynesville All Five 128 90.6 . . . . .Kings All Five 301 89.4 . . . . .

Lebanon All Five 391 80.8 . . . . .Little Miami All Five 252 79.4 . . . . .

Carlisle All Five 113 74.3 . . . . .Franklin All Five 227 71.4 . .

COUNTY SUBJECTNUMBER TESTED


PERCENT ADV.

PERCENT ACCEL.

PERCENT PROF.

PERCENT BASIC

PERCENT LIMITED

PERCENT Adv + ACC

Mason Mathematics 830 98.1 71.3 18.8 8 1 1 90.1Springboro Mathematics 365 97.5 67.1 21.6 8.8 1.4 1.1 88.7

Waynesville Mathematics 128 94.5 64.8 23.4 6.3 3.1 2.3 88.2Kings Mathematics 301 96 62.5 20.6 13 2.7 1.3 83.1

Lebanon Mathematics 392 92.9 55.4 24.5 13 3.1 4.1 79.9Little Miami Mathematics 252 91.3 40.9 32.5 17.9 6 2.8 73.4

Carlisle Mathematics 113 91.2 43.4 23 24.8 5.3 3.5 66.4Franklin Mathematics 227 83.3 31.7 26.4 25.1 7.9 8.8 58.1



PERCENT ADV.

PERCENT ACCEL.

PERCENT PROF.

PERCENT BASIC

PERCENT LIMITED

PERCENT Adv + ACC

Mason Reading 829 98.4 47 38.4 13 1.3 0.2 85.4Springboro Reading 365 98.1 42.7 40.5 14.8 1.4 0.5 83.2

Kings Reading 301 96.7 43.9 36.5 16.3 2.3 1 80.4Waynesville Reading 128 97.7 39.1 33.6 25 1.6 0.8 72.7

Lebanon Reading 392 94.6 34.9 34.7 25 3.8 1.5 69.6Little Miami Reading 252 93.7 23.8 41.3 28.6 4.8 1.6 65.1

Carlisle Reading 114 91.2 15.8 43.9 31.6 6.1 2.6 59.7Franklin Reading 227 85.5 18.9 25.6 41 10.1 4.4 44.5



PERCENT ADV.

PERCENT ACCEL.

PERCENT PROF.

PERCENT BASIC

PERCENT LIMITED

PERCENT Adv + ACC

Springboro Social Studies 366 97 73.5 14.2 9.3 2.2 0.8 87.7

Mason Social Studies 830 97.7 70.8 16.1 10.7 1.7 0.6 86.9

Waynesville Social Studies 128 94.5 70.3 12.5 11.7 3.1 2.3 82.8

Kings Social Studies 301 93.7 62.5 15.6 15.6 3.3 3 78.1

Lebanon Social Studies 391 91.6 55.8 19.4 16.4 5.1 3.3 75.2

Carlisle Social Studies 113 89.4 50.4 18.6 20.4 5.3 5.3 69

Little Miami Social Studies 253 89.7 43.9 22.1 23.7 5.5 4.7 66

Franklin Social Studies 227 81.5 44.1 14.5 22.9 10.1 8.4 58.6

School SUBJECTNUMBER TESTED


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)

Five-Year School Score Summary (2011)

Staff Development and Improvement


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.

District/Building Initiatives

Reading, Writing and Thinking HSTW

Mark Forget

Laura Robb

Collins Writing

District Literacy Plan

Focus Groups Professional Learning Communities

District PD Committee

Blooms , Blooms, Blooms……

2002-2011

Book Study

Short Cycle Assessment

Improving Student Achievement Through Formative Assessment

Dr. Susan Lang

Semester Exams(Summative)

Quarter Assessments(Formative)

Helps teachers shape or form instruction

Prepares students for high-stakes testsshowing strengths and weaknesses

Begins with the end in mind

Building a Culture of High Expectations: Rigor, Relevance and Relationships Through Extra Time and Extra Help

How the OIP process at Waynesville Schools and the data over the last few years led them (an already “Excellent” School System) to transition from the OGT Standards to the ACT National

Core Standards.

Building a Culture of High Expectations: Rigor, Relevance and Relationships Through Extra Time and...

Documents

Transcript of Building a Culture of High Expectations: Rigor, Relevance and Relationships Through Extra Time and...