Building a Culture of High Expectations:

1. Building a Culture of High Expectations:

2. WLS is part of a small, rural school district in northern Warren County. 865 Students are enrolled at WMS & WHS for the 2011-12 school year with 59 students attending the WCCC. Both Schools have been rated Excellent for the past 8 years.

3. Student Growth Measures Overview Ohio's new system for evaluating teachers will provide educators with a richer and more detailed view of their performance, with a focus on specific strengths and opportunities for improvement. The new system relies on two key evaluation components, each weighted at 50 percent: a rating of teacher performance (based on classroom observations and other factors), and a rating of student academic growth. The challenge for measuring student growth is that there is not a single student assessment that can be used for all teachers. Local education agencies (LEAs) must use data from the state Ohio Achievement Assessment and Ohio Graduation Test when available. If those are not applicable for a given subject or grade, LEAs can choose to use other assessments provided by national testing vendors and approved for use in Ohio. For subjects in which traditional assessments are not an option – such as art or music – LEAs should establish a process to create student learning objectives (SLOs) to measure student progress in those courses. This overview will outline the three types of measures to be included, provide important definitions, and explain the three categories of teachers based on data availability and LEA decisions. • HB 153 requires 50 percent of the teacher (and principal) evaluation framework to include measures of student growth. • The student growth component includes multiple measures. • The student growth component includes student growth measures for three categories of teachers based on availability of Teacher Value- Added and LEA decisions • Teacher-level Value-Added must be included where available (“tested grades and subjects” = reading and mathematics, grades 4-8). • The Ohio Department of Education (ODE) must create an assessment list for measuring growth in “non-tested grades and subjects.” • LEA-determined measures also will be included. • A Student Learning Objective (SLO) process will be utilized for LEA-determined measures. • Data from these measures will be scored based on five levels, comparable to Teacher Value-Added reports, and converted to a score in one of three levels of student growth (Above, Expected, Below). • The student growth component shall be updated as research and best practices emerge.

4. Teacher Performance • (50%) • Student • Learning Environment • Content • Assessment • Instruction • Collaboration/Communication • Professional Responsibility and Growth • Student Growth Measures • (50%) • Teacher Value-Added • Vendor Assessments • LEA-Determined Measures • Evaluation Rating • Accomplished • Proficient • Developing • Ineffective

5. Approved List of Assessments Assessment Name Vendor Name Grade(s) / Subject(s) STAR Early Literacy Renaissance PK-3 ELA STAR Math Renaissance G1-3, 9-12 Math STAR Reading Renaissance G1-3, 9-12 Reading Stanford 10 Pearson K-12 Math, English Language Arts, Social Studies and Science Stanford Aprenda 3 Pearson K-12 Math Science, Social Studies, Terra Nova 3 CTB K-12, 1-12 ELA, Math, Science, Social Studies Iowa Assessments Riverside K-12 ELA, Math, Science, Social Studies Riverside Interim Assessments Riverside G 2-11 ELA, Math Performance Global Scholar K-12 ELA, Math, Science

6. iReady Diagnostic Curriculum Associates K-8 ELA, Math MAP NWEA G 3-10 Science MAP NWEA G 2-12 Math Reading, Language Usage Explore ACT G 8-9 ELA, Math, Science Quality Core ACT G 9-12 End of Course Exams: Algebra I, II, Geometry, Pre-Calculus, Biology, Chemistry, Physics, U S History ACT ACT G 11-12 ELA, Math, Science PLAN ACT G 10 English, Reading, Math, Science Compass ACT G 10-12 Writing, Reading, Math

7. The following table describes the three types of student growth measures including certain legislative requirements and LEA options. • 1 Teacher Value-Added • MUST use if available • 10-50% if applicable • Phased-in implementation of reading and mathematics, Grades 4-8 • Extended reporting (other grades and subjects) being piloted • EVAAS Value-Added metric, aggregated across subject areas • o 1-year report; or 2- or 3-year rolling average, based on availability • 2 Vendor Assessments • • MUST use if LEA has assessment in place • 10-50% if applicable and no Value-Added data available • • From ODE-Approved List • Vendors demonstrate how assessment can measure growth • 3 LEA-Determined Measures • • MAY use: LEA decision (Teacher Categories A and B) • 0-40% if used in combination with Type One or Two measures • MUST use (Teacher Category C) • 50% if no Type One or Two data available • Three types of LEA-Determined Measures • Student Learning Objectives process for using measures that are specific to relevant subject matter. Measures must be district-approved and may include: • Locally developed assessments; • Pre/Post assessments; • Interim assessments; • Performance-based assessments; • Portfolios. • Shared attribution measures to encourage collaborative goals and may include: • Building or District Value-Added is recommended if available; • Building teams (such as content area) may utilize a composite Value-Added score; • Performance Index gains; • Building- or District-based SLOs. • Teacher Category A (with Value-Added) also may use Vendor assessments as an LEA-determined measure if using both.

8. Adoption of Revised Academic Content Standards and Common Core State Standards • 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 • 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. • Next steps in our transition to the COMMON CORE in 2011-12: • Assessment Day for all grades 7 - 12

9. 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 (Scored by ACT) • 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

10. 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

12. District Objective – Student Achievement/ Accountability 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

13. 6 LA Oceans cover more than two-thirds of our planet. Yet, just a small fraction of the underwater world has been explored. A new project aims to shed additional light on the ocean depths. Scientists at the Woods Hole Oceanographic Institution (WHOI) in Massachusetts are building an underwater vehicle that will carry explorers as deep as 6,500 meters (21,320 feet). The new machine, known as a manned submersible or human-operated vehicle (HOV), will replace another one named Alvin, which has been operating for 40 years but can go down only 4,500 meters (14,764 feet). Based on the amazing results of Alvin’s explorations, there’s plenty more down there to be discovered.

14. 6 LA

15. A Portrait of Adult Reading Demands Community College Textbooks (1200L‐1370L) University Textbooks (1300L‐1480L) SAT/ACT/AP Test Materials (1105L‐1205L) GRE Test Materials (1325L‐1440L)

16. What does the Data Show???

17. Correlation between ACT Explore® and Grade 8 OAAs The ACT Explore® test is often given to 8th grade students as a means of seeing how prepared these students are for high school and beyond. There is typically not a lot of understanding of the content that goes into the ACT tests, and often times no further analysis is done in terms of the group performance on the test compared with the Ohio Achievement Tests. At the request of a SW Ohio district, I undertook a correlation study between student performance on the ACT Explore test and the subsequent OAA tests taken by the same students about 5 months after the Explore test. Before presenting the data, I think it is important to explain what a correlation coefficient is. Often denoted by the symbol r , a correlation coefficient looks at two variables for the same student and determines the degree of linear connection between the two of them. When dealing with data from human subjects, like test results, the following table is helpful for interpreting r values. Here is the table of r values for the correlations calculated for this district’s 8th graders. The scaled score values for both tests were used. You can see from the two tables that there definitely exists a strong correlation between the achievement levels of students taking both of these tests. Of the four comparisons, the science correlation appears to be the weakest. My proposed explanation for this is that the Explore Science test is almost exclusively a Science Process skills test versus the OAA which is heavily content knowledge driven. Even still the correlation is in the strong category. This gives the Explore test diagnostic value for the OAAs. If the results are received with time prior to the OAA administration interventions could be made.

18. ACT’s College Readiness Benchmarks

19. Classes of 2016 and 2017

20. 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

21. District Objective – Student Achievement/ Accountability 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. Quality Core – End of Course Exam District Objective – Student Achievement/ Accountability How will you measure success/growth?

23. Quality Core – End of Course Exam District Objective – Student Achievement/ Accountability

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

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

26. 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?

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

29. Five-Year School Score Summary (2011) % of Students at WHS with a score of a “3” or above Waynesville High School Ohio Global

30. 6/7/8 Reading 8 Science 6/7/8 Math What does the Data Show??? OAA DATA2007 - 2011

31. WMS Performance Index

32. WMS OAA Summary Results

33. WMS OAA Summary Results

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

35. 2010-11 Staff Development Opportunities linked to the following: • Promoting rigor/relevance and studentengagement in the classroom. (MSTR) • The Big Idea – part of connection. (HSTW – MSTR) • Rigor/Relevance Frameworkhttp://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.

36. 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 • Laura Robb – Reading and Writing Strategies • Collins Writing • HSTW Focus Groups Professional Learning Communities • Blooms , Blooms, Blooms……

37. WMSExtra Time/Extra Help

38. 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?

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

40. 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

41. Building a Culture of High Expectations: