Building a Culture of High Expectations:

1. Building a Culture of High Expectations: Creating a culture of success that provides each student with support, mentoring and encouragement to get below-grade-level students to meet or exceed grade-level standards and expectations

2. WLS is part of a small, rural school district in northern Warren County. 900 Students are enrolled at WMS & WHS for the 2012-13 school year with 60 students attending the WCCC. Both Schools have been rated Excellent for the past 9 years.

3. The definition of INSANITY is doing the same thing over and over again and hoping for different results. Essential Questions: Who is the customer? What will you do this year to ensure ALL students experience success????? How will you measure success? Are you focused on Proficiency or Growth? What will you do if students are not successful? How do you determine success in your classroom/grade level/school???? Who is responsible for professional development?

4. Building a Culture of High Expectations Who is the customer?

5. “What does a Waynesville High School Graduate look like???”

6. WHS Graduation Rate Ranked 24th in Ohio – Top 4 % 98% will have graduated in 4 years (78% state ave.) Senior Year 58% participate in Athletics 97% participate in Fine Arts 11.6% will earn a Honors Diploma Average GPA - 3.173 Average credits earned = 24.7 • Top 4 Majors • Bio/medical • Nursing • Education • Engineering Class of 2013 35.2% have taken an AP course – 81% will score a 3 or higher on the AP Test ACT Ave. score All Students - 21.8 (78% of the class took the act) Four Year College – 22.5 Two Year – 18.3 26% will have earned College Credit through: AP, PSEO or Dual Credit 90% passed the OGT on the First Attempt Each will earn $11,185.00 in scholarships 19% will go into the workforce 3% will go into the military 51% will attend a four year college/university (5% out of state) 24% will attend a two year college/university 3% will attend a technical school Performance Index Score – WHS is Ranked #173 out of 3,457 schools in Ohio - Top 5% in OHIO Ranked #4 in the Dayton Region for SAT Scores WHS High Expectations SUCCESS

7. Evaluating Current Programs 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 SchoolAll students complete, at the minimum, college-preparatory classes as freshmen and sophomores. Currently we offer Advanced Algebra, Geometry & Spanish at the middle school levelfor HS CreditBeginning in the junior year, students may go to the Warren County Career Center21% Senior Class - WCCC Students22% Junior Class - WCCC Students

8. WHS 12 Years Later …….. Honors Courses Offered in 2001-02Honors Courses Offered in 2012-13 Honors English 9 Honors English 9 Honors English 10 Honors English 10 Honors English 11 Honors English 11 AP Eng 12 AP Eng 12 AP Calculus Honors Geometry Honors Algebra II Honors Biology I Honors Pre-Calculus Honors Biology II Honors Calculus AP Calculus AB and BC AP American History Honors Biology I Honors Biology II Honors Chemistry AP Chemistry AP Biology Honors History 9 AP US History AP European History AP Art Dual Credit Courses Offered in 2001-02Dual Credit Courses Offered in 2011-12 None English Composition Pre- Calculus Calculus

9. Building a Culture of High Expectations What will you do this year to ensure ALL students experience success?????

10. The Teacher starts with the end in mind – You have the power to do whatever it takes to ensure success! Look at data from past performances Collaborate with prior teacher or MS Look at teachers/schools who are successful Set Learning Objectives Look at current talent and put those students in the best possible situations for success State Standards/ACT/Grade 13 Scout Opponents Develop Lesson Plans DIFFERENTIATE Make Adjustments Break Standards/Indicators down into: Individual Group Class Teach Students how to handle adversity High-Stakes Situations Formative Assessment DIFFERENTIATE Make Adjustments Look at current talent and put those students in the best possible situations for success

11. S.M.A.R.T. Goals SLOs – Student Learning Objectives Specific 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. Student Learning Objectives are targets of student growth that teachers set at the start of the school year and strive to achieve by the end of the semester or school year. These targets are based on a thorough review of available data reflecting students' baseline skills and are set and approved after collaboration and consultation with colleagues and administrators.

12. District Goals and Measures Superintendent’s BOE Goals Developed through the Ohio Improvement Process Building Level #1 – Improve Reading Performance #2 - Improve Math Performance #3 Climate/PD Revised Standards Roll-out Safe Harbor – 84% Quality Core Results D3A2 Provide Lexile Information “The Plan” for all grade 9 RediStep for all 10th grade students ACT Practice test for 11th/12th Collins Writing Research based best practices in ELA standards ACT - 22 Analyze Data Revised Standards Roll-out Math facts across the curriculum Safe Harbor – 51% Quality Core Results The Plan” for all grade 9 RediStep for all 10th grade students ACT Practice test for 11th/12th Collins Writing Explore best practices in the area of Mathematics ACT – 22 Analyze Data Instruction focused on rigor/relevance and student engagement in every classroom. Develop strategies that reach all students with lesson plans focused on Differentiated Instruction. SMART Goals ACT/OGT Alignment ET/EH 80-100% of all students involved in Active Intervention and Enrichment All students Actively engaged in Reading Spartan Pride • Revised • Standards • Roll-out • Monthly staff • Development • topics that • focus on goals • and measures, • rigor/relevance, • student • engagement, • formative • assessments • and • Collins Writing. • Integration of • Technology • Quarterly • 6-12 Department • Meetings • Peer • Observations • Quarterly • SMART Goals • IPAD Walk • Through • Analyze Data Principal’s Goal Teacher Goals Student Goals Specific -stated, Measurable –meaningful, Achievable-aligned,Realistic –relevant,Time based GOALS

13. Principal’s Goals Teacher Template for Developing Goals for Individual Meetings Teacher Goals Developed supporting the Ohio Improvement Process/District Goals Individual #1 – Improve Reading Performance #2 - Improve Math Performance #3 Climate/PD Specific -stated, Measurable –meaningful, Achievable-aligned,Realistic –relevant,Time based GOALS

14. Building a Culture of High Expectations How will you measure success?

15. Grade Distribution

16. Five-Year School Score Summary (2012) Waynesville High School Ohio Global

17. District Objective – Student Achievement 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. What will you do this year to ensure ALL students experience success and growth?

18. District Objective – Student Achievement Gap Analysis Used for Student Achievement/ Benchmarks How will you measure success/growth? ACT Benchmarks and Goals

19. Wayne Local Schools College and Career Readiness Model 6th Grade Career Day OAA (Reading and Math) 7th Grade Kuder/OCIS OAA (Reading and Math) Practice Explore (scored by ACT)October Assessment Day Iowa Testing 8th Grade Kuder/OCIS OAA (Reading, Science and Math) Real World Real Money MMGW Assessment (survey only) Mock Interviews Explore (scored by ACT) October Assessment Day 9th Grade Kuder/OCIS Plan (scored by ACT) October Assessment Day Career Day PSAT (not mandatory – moved to Saturday for 2012) 10th Grade Kuder/OCIS Plan (scored by ACT)October Assessment Day Career Day OGT (Reading, Math, Science, Writing, Social Studies) PSAT (not mandatory) 11th Grade Kuder/OCIS ACT Practice Test (retired version scored internally)- October Assessment Day Career Day ACT Test College Day PSAT (not mandatory) 12th Grade Career Passport ACT Practice Test (retired version scored internally)- October Assessment Day College Day ACT Test

20. Adoption of Revised Academic Content Standards and Common Core State Standards • October Assessment Day - (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 ……

21. District Objective – Student Achievement/ Accountability (SLOs) Achievement Growth 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)

22. ACT’s College Readiness Benchmarks 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). Achievement Growth

23. Professional Practice Framework New Framework Approved at the November, 2011 State Board of Education Meeting

24. Building a Culture of High Expectations Are you focused on Proficiency or Growth?

25. Percentage of students who passed the OGT on the first attempt

26. 2013 Results

27. 2013 Results

28. Building a Culture of High Expectations What will you do if students are not successful?

29. Providing Intervention Opportunities During the School Day WHS Schedule Warning Bell 7:30 1st Period 7:35-8:22 2nd Period 8:25-9:12 3rd Period 9:15 - 10:02 4th Period 10:02 - 12:02 A Lunch - 10:02 - 10:32 Class - 10:35 - 11:32 C Lunch - 11:02 - 11:32 Class - 10:05 - 11:02 ET/EH 11:35 - 12:02 5th Period 12:05 - 12:52 6th Period 12:55 - 1:42 7th Period 1:45 - 2:32 Buses Depart 2:37

30. Intervention at WHS AP Intervention Academic Intervention OGT Intervention Band Honors Biology II Supportive Peers Commons/ Gym ACT/PSAT Intervention Support Groups offered by Guidance High Expectations Data Writing Center Peers Parent Support Teacher Support Communication

31. ET/EH - Intervention Monday Student’s Report to their Homeroom *Band/Supportive Peers/Hon. Biology II report to class Homeroom Teacher post student list for ET/EH. Student Council, SADD and NHS Alternate Mondays for meetings * All Students are available for ET/EH Tuesday-Friday Student’s Report to their ET/EH Assignment or Gym/Commons Area or Computer Lab/Media Center *Band/*Supportive Peers/Hon. Biology II *Are available for ET/EH FRIDAYTEACHER EMAILS ET/EH NAMES FOR NEXT WEEK BY 2:32 Supportive Peers- application and approval required by Supportive Peer Teacher This class is available to juniors and seniors who are interested in working in an inclusive environment with students who have exceptional needs.  Students will be required to participate in training  prior to beginning of the school year (Friday, August , 2012) and will receive instruction during the homeroom period. Supportive peers will be responsible for monitoring student work in the class and assist the peer in adjusting to being in the mainstream school population.  Peers are expected to be  positive role models and advocates for the student(s) with whom they are working. This class is offered for credit and those enrolled will not be responsible for any course work in the peer's class, but rather for the curriculum established for the Supportive Peer Program. Supportive peers can be taken for either 1/2 credit (semester) or for 1 credit (year). 

32. ET/EH PLACEMENTS 2002-2003 Academic Intervention1,981 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 2012/13 Academic Intervention – *4,222 students = 142 Students each week placed in intervention. *Includes all of the following: OGT Intervention Students Students in Band Students in Hon. Bio II Students in AP Courses Students in Art Supportive Peers 85% Involved in Active Intervention or Instruction each week Evaluating Current Programs

33. Building a Culture of High Expectations How do you determine success in your classroom/grade level/school????

34. Teacher-Based Teams

35. Using Teacher-Based Teams to “Connect the Dots” 5 Step Process • Collect Evidence of Student Learning • Analyze Assessment Results • Plan for Instruction • Implement with Fidelity • Re-assess and Evaluate Effectiveness • Ohio has many programs and initiatives to prepare students for a 21st Century global economy. • It is important to create connections. • “Connect the Dots” between the plethora of programs and initiatives that currently exist

36. The Big Picture What Teachers Teach How Teachers Deliver Instruction Measures of Student Learning Measures of Educator Effectiveness

37. The Big Picture In order to understand The Big Picture, these programs and initiatives can be arranged into four organizational clusters: • What Teachers Teach (1) • Ohio’s New Learning Standards • Common Core State Standards • How Teachers Deliver Instruction (2) • FIP Your School • Diamond of Success

38. The Big Picture • Measures of Student Learning (3) • FAMS • Performance Assessments • End-of-Course Exams • Response to Intervention • Diamond of Success • Student Learning Objectives • Student Growth Measures • Link and Value-Added • PARCC Assessments

39. The Big Picture • Measures of Educator Effectiveness (4) • Student Growth Measures • Student Learning Objectives • Performance Based Compensation • Link and Value-Added Analysis • Ohio Principal Evaluation System • Ohio Teacher Evaluation System

40. Collaboration • Collaboration is the key to addressing the four organizational clusters: • What Teachers Teach • How Teachers Deliver Instruction • Measures of Student Learning • Measures of Educator Effectiveness Four Levels of Collaboration • District Level (DLT) • Building Level (BLT) • Teacher Based Teams (TBT) - Grade level/discipline • Classroom Level - Interaction between teacher and student

41. Four Levels of Collaboration • Classroom and TBT are the most critical levels to success. • “Collaboration,” “Active Agreement,” and “High Expectations” are critical to adapt to change. • At the classroom level; the teacher is making “real-time” decisions in the classroom. • Day by day; period by period; minute by minute • Teacher-Based Teams (TBT); collectively respond to all student needs: • Top 20% • Gifted • “Moving the Middle” • Bottom 20% • Title I • Special Needs/504 • ELL (ESL)

42. Response to Intervention (RTI) Model Enrichment Lessons or Additional Elective Days  Higher Level Guided and Independent Reading During “No New Instruction Period”  Enrichment Lessons via Technology Classes/Resources 80% Mastery Before Instruction 1. Teacher reviews the unit pacing guide and assessments are created before instruction 2. Teacher reviews the unit common assessment and answer key to identify criteria of student work indicating mastery of learning target each and every day 3. Teacher clearly understands the content and essential understandings (the big ideas students must learn) Non-Mastery Level 1 Student is placed into ET/EH “No New Instruction Period” High Quality Corrective Teaching During Intervention Four Times Weekly Frequent Parent Contacts- Email/Phone Calls Principal/Guidance Check Every Three Week Level 2 (in addition to level 1) Goal Setting- SLOs/SMART Parent Meeting–Strategies Selected Set Date–Check in Three Weeks Collect Data Level 3 IAT Collect Data Check in Four Weeks

44. Building a Culture of High Expectations Who is responsible for professional development?

45. Professional Development – Old School Professional Development – The Future

46. Professional Development Meetings PD meetings will be scheduled once every month at 2:45 P.M. All faculty members must attend these meetings unless emergencies prevent their attendance. Extra-curricular activities do notexcuse faculty members from attending. All faculty members are expected to stay for the entire meeting. Minutes will be included in the board report each month. Effective school cultures: don’t simple encourage individuals to go off and do whatever they want, but rather, establish clear parameters and priorities that enable individuals to work within established boundaries in a creative autonomous way. They are characterized by directed empowerment or a culture of discipline and accountability. Professional Development Dates Dates for Professional Department Meetings for 2012-2013 School Year WHS Department Meeting (9-12) WHS Staff /PD Meetings September 4th 2:45 Sept. 17th—2:45 October 1st 2:45 October 15th—2:45 November 5th – 2:45 November 19th— 2:45 December 3rd – 2:45 December 17th— 2:45 January 7th – 2:45 January 21st – 2:45 February 4th – 2:45 February 18th – 2:45 March 4th – 2:45 March 18th – 2:45 April 1st – 2:45 April 15th – 2:45 May 6th – 2:45 May 20th – 2:45 WHS Professional Development Days—No Students - Full Day August 16th (Building Meeting/ Work in Classroom) August 20th (Fip Training / Department Meetings) November 2nd (1/2 day Department Meetings K-2, 3-5, 6-12, 1/2Day Building PD) February 1st (1/2 day Department Meetings K-2, 3-5, 6-12, 1/2Day Building PD) WHS Professional Development Days—1 hour Late Starts September 26th—6-12 Department Meetings Nov. 14th—6-12 Department Meetings May 8th—6-12 Department Meetings Achievement PI =110 Individual Student Accountability Growth

47. Lexile.com The Lexile Framework for Reading Matching readers with texts “Typical” Reader – Lexile measures by Grade: Grade 1 Up to 300 L 2 140 - 500 L 3 330 - 700 L 4 445 - 810 L 5 565 - 910 L 6 665 - 1000 L 7 735 - 1065 L 8 805 - 1100 L 9 855 - 1165 L 10 905 - 1195 L 11&12 940 - 1210 L http://www.thereadingwarehouse.com/DEV/search.php?Lexile=1290 http://www.lexile.com/about-lexile/lexile-overview/ http://www.lexile.com/analyzer/ 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 L 6-8 955 – 1155 L 9-10 1080 – 1305 L 11-CCR 1215 – 1355 L Find A Book

48. 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 • Reading and Writing Strategies • Collins Writing • HSTW Focus Groups Professional Learning Communities • Blooms , Blooms, Blooms……