Building a Culture of High Expectations:

1. 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

2. 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.

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 do you determine success in your classroom/school???? How will you measure success? What will you do if students are not successful?

4. What is the Ultimate TEAM sport ?

5. WHY????????????? Short Big Fast Wealthy Tall African American Slow Common Goal White Smart Small Middle Class Poor Not so Smart Hispanic

6. Coach starts with the end in mind Set goals Look at film of past performances Look at current talent and put those players in the best possible situations for success Scout Opponents Develop Practice Plan/Schedule Make Adjustments Break Skills down into Individual Group Team Teach Players how to handle adversity game-like situations Play the Game Make Adjustments Look at current talent and put those players in the best possible situations for success

7. What Does Your Class Look Like????? ? ? ? ? ? ? ? Common Goal ? ? ? ? ? ? ? ? ? ? ?

8. 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 goals 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

9. The Most Important Component to Improving Student Achievement is the TEACHER !!!!

10. Components to help the teacher improve Student Achievement Smart Goals/OIP & Evaluating Current Programs & Intervention Opportunities & Staff Development and Improvement

11. S.M.A.R.T. Goals 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.

12. This is a district goal identified in the Ohio Improvement Process #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.

13. 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 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 Instruction focused on rigor/relevance and student engagement in the classroom. Develop strategies that reach all students with lesson plans focused on Differentiated Instruction. SMART Goals ACT/OGT/OAA Alignment ET/EH/TASC 80-100% of all students involved in Active Intervention and Enrichment Spartan Pride • Improving ACT • scores using • the ACT • College • Readiness • worksheets • Monthly staff • Development • topics that • focus on goals • and measures, • rigor/relevance • Student • engagement, • Formative • Assessments • and • Collins Writing. • Integration of • Technology • Research • based best • Practices • Peer • Observations • SMART Goals Principal’s Goal Teacher Goals Student Goals Specific -stated, Measurable –meaningful, Achievable-aligned,Realistic –relevant,Time based GOALS

14. 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

15. 2010 2010 Middle and High School Goals and Measures August , 2010 2011 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). • Evaluate current practices related to improving reading achievement using the ACT Reading College Readiness standards. • 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. • Administer field test (25-30) for end of course exams provided by Quality Core in the following courses: English 10. • Develop strategies that reach all students with lesson plans focused on reading, writing and thinking and provide teachers with a sample lesson plan template. • 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. • Connect the acquisition of vocabulary to improvement of read-to learn strategies using informational texts daily. • 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. • 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). • Promote, identify, and allow staff members the opportunity to explore best practices in the area of ELA throughout area schools. • 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

16. #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. • Evaluate current practices related to improving math achievement using the ACT Mathematics College Readiness standards. • 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. • Administer field test (25-30 students) for end of course exams provided by Quality Core in the following courses: Algebra and Algebra II. • Develop strategies that reach all students with lesson plans focused on reading, writing and thinking and provide teachers with a sample lesson plan template. • 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. • Evaluate current practices related to improving ACT scores using the ACT College Readiness standards across the curriculum by. • Monthly staff development topics that focus on goals and measures, rigor/relevance, student engagement, formative assessments and Collins Writing. • Promote with staff that every student will be actively engaged in a challenging learning experience for 47 minutes each period – Differentiated Instruction. • Promote the integration of technology with the expectation that all teachers will utilize the technology resources/PD workshops, and develop teacher web pages (WHS). • Promote, identify, and allow staff members the opportunity to explore best practices throughout area schools. • Develop a sample lesson plan template to utilize district initiatives, PD and to link to the common core. • Develop a systematic approach to peer observations quarterly. • Develop agendas for 6-12 department meetings to be held on late arrival dates in October and November. • Individual Smart Goal meetings with teachers completed by 9/30/10. These are district goals identified in the Ohio Improvement Process

17. How will you determine if students are successful in your class?? Individual SMART Goals Review the current data I have given you on grade distribution What % of students are being Successful???? Eliminate 5% - We know 2-5% are not going to 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. If you still have over 10% of your students below 70% after subtracting 5% then what do I need to do? Differentiated Instruction

18. Adoption of Revised Academic Content Standards and Common Core State Standards 2010-11 • 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.

19. Adoption of Revised Academic Content Standards and Common Core State Standards 2011-12 • 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

20. 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 (retired version scored internally)October Assessment Day Iowa Testing (We might want to look at eliminating this in the future) 8th Grade Kuder/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 Grade Kuder/OCIS Plan (scored by ACT) October Assessment Day Career Day PSAT (not mandatory) 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

21. Components to help the teacher improve Student Achievement Evaluating Current Programs

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

23. 99% will have graduated in 4 years (86.9 state ave.) Senior Year 58% participate in Athletics 95.4% participated in Fine Arts 29% will earn a Honors Diploma Average GPA - 3.029 Average credits earned = 24.9 • Top 4 Majors • Bio/medical • Nursing • Education • Criminal Justice 35.2% have taken an AP course 31.4% will have earned College Credit through: AP, PSEO or Dual Credit ACT Ave. score – 21.5 93% passed the OGT on the First Attempt 16.5% will go into the workforce Each will earn $7929.00 in scholarships 1.8% will go into the military 58.7% will attend a four year college/university (12% out of state) 24.7% will attend a two year college/university

24. 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 & Latin 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

25. What does the Data Show???

26. 147% Improvement 2011 2002

27. 64% Improvement 2011 2002 66% Improvement 2011 2002

28. 106% Improvement 2011 2002 24% Improvement 2011 2002

29. 19% Improvement 2011 2002 10% Improvement 2011 2002

30. 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. 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

31. ACT’s College Readiness Benchmarks

32. 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).

34. Components to help the teacher improve Student Achievement Intervention Opportunities

35. 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

36. 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

37. 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 2010/11 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

38. What does the Data Show??? Proficiency Intervention Year One2002/03

39. Keeping Score Year One 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)

40. Writing Social Studies Math What does the Data Show??? Reading Science OGT Seven Year Study2005 - 2011

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

42. OGT - Reading

43. OGT - Math

44. OGT - Writing

45. OGT - Science

46. OGT – Social Studies

49. Five-Year School Score Summary (2011) Waynesville High School Ohio Global

50. Components to help the teacher improve Student Achievement Staff Development and Improvement