Table of Contents - Hartville · It is the philosophy of the Hartville R-II School District to provide an educational environment that will ensure a positive atmosphere for the intellectual,

Hartville R-II Schools 1 District Improvement / CSIP

Table of Contents

Mission, Philosophy, Goals, and Beliefs/Vision 3 Planning Process 4 Analysis of Internal/External Factors 5 Implementation/Monitoring/Evaluation/Updating 9 Strategic Planning Team 10 Objectives 12 Objective 1 Persistence to Graduation Strategy 1 At-Risk Strategy 2 Grade-level Reading Strategy 3 Parental and Community Involvement Objective 2 Attendance Rate Strategy 1 Attendance Incentives Strategy 2 Drug/Alcohol/Violence/Bullying Prevention

Strategies

Objective 3 Discipline Strategy 1 Character Education and Discipline Programs Objective 4 College and Vocational Placement Strategy 1 Career Awareness Activities Strategy 2 College Placement Examination Training Strategy 3 High School Course Offerings Objective 5 MAP Meeting APR and AYP Strategy 1 Student Engagement Strategy 2 MAP Analysis Strategy 3 Professional Development Strategy 4 Assessment and Instructional Processes Strategy 5 MAP Incentives Strategy 6 LMC Resource Collection Objective 6 Curriculum Alignment Strategy 1 Alignment to Appropriate State Standards Strategy 2 Professional Learning Communities Strategy 3 Student Engagement Objective 7 Gifted Identification Strategy 1 Implementation Strategies


Objective 8 PAT Family Participation Strategy 1 Implementation Strategies Objective 9 District Facilities Strategy 1 Safety Standards Strategy 2 Facility Improvements Strategy 3 Technology Integration


Mission Statement The Hartville R-II School District’s mission is to provide a positive, caring and safe educational environment for the intellectual, moral, physical, technological, social, and character development of each student to graduate as a productive, informed, innovative, and involved citizen in a multi-faceted, ever-changing, and demanding society.

Philosophy It is the philosophy of the Hartville R-II School District to provide an educational environment that will ensure a positive atmosphere for the intellectual, moral, physical, and social development of the students in the district. The basis of this philosophy is a belief in the dignity and worth of every student; a belief that each student should be provided the opportunity to achieve his or her maximum development. It is a further belief that an integrated personality and mature emotional life are critical to vocational adjustment and participation in today’s society.

Goals Within this reference, the Hartville School District has as its goals to following mandates:

1. Develop and enhance quality educational programs to improve student performance and enable students to meet their personal, academic, and career goals.

2. Recruit, attract, develop, and retain highly qualified staff to carry out the mission, goals,

and objectives of the Hartville R-II School District.

3. Provide and maintain appropriate instructional resources, support services, and functional and safe facilities.

4. Promote, facilitate, and enhance parent, student, and community involvement in the

educational programs of the Hartville R-II School District.

5. Govern the Hartville R-II School District in an efficient and effective manner providing leadership and representation to benefit students, staff, and patrons, of the district.

Beliefs/Vision The primary beliefs/vision of the Hartville R-II School District shall be:

1. The Hartville R-II School District appreciates each student’s inherent value.

2. The Hartville R-II School District promotes positive character through the development of moral and ethical values, civic, family, and democratic processes, as well as social, cultural, and emotional health.


3. The Hartville R-II School District’s instructional program is designed to promote each student’s intellectual, communicative, technological, physical, mathematical, scientific, and aesthetic development.

4. Hartville R-II students, educators, and parents must work together to increase attendance,

to promote participation, to maximize motivation, and to encourage each student to reach his or her own potential.

5. Hartville R-II educators and parents should focus their efforts on improving instruction,

creating a safe school environment, and providing opportunities for extra-curricular activities.

6. The Hartville R-II School District promotes lifelong learning to enhance life skills,

practical arts, vocational opportunities, higher education, and future employment.

7. Community involvement is vital in helping students learn to become productive, active, responsible citizens.

Planning Process The Hartville R-II School District is committed to providing high quality educational opportunities for its community. The district realizes that short and long-range planning is crucial to make the most efficient use of available resources. The district has developed this Comprehensive School Improvement Plan to establish objectives and provide the framework for school improvement efforts. The Hartville R-II Comprehensive School Improvement Plan has been developed and is maintained utilizing a process of strategic planning. In June 2007, members of a district strategic planning team:

• Assessed and developed district beliefs and vision • Reviewed district philosophy and developed a district mission statement • Analyzed external and internal factors • Identified strengths and weaknesses • Identified and prioritized areas for improvement • Identified measurable improvement objectives • Identified tentative improvement strategies for each objective

District strategic planning, team members were divided into action teams. In December 2007, members of the district action teams:

• Developed final improvement strategies for each objective • Developed action steps for each improvement strategy • Set a timeline for each strategy • Assigned responsibilities for implementing, monitoring, and evaluating each action step • Determined source of funding and resources necessary for accomplishing each action

step


The results of these meetings were compiled into the Hartville R-II Comprehensive Improvement Plan and submitted to the district faculty, strategic planning team, and board of education for recommendations and approval in January 2008. The Hartville R-II Comprehensive Improvement Plan is monitored, evaluated, and updated annually by district administrators, the strategic planning team, and the board of education. In October 2008, the Strategic Planning Committee conducted an extensive formative evaluation of all objectives, strategies, and action steps to make recommendations to and guide the board, administration, and educators in the annual update process.

Analysis of Internal/External Factors Updates and amendments made to the Hartville R-II Comprehensive School Improvement Plan have been recommended based upon strengths and weaknesses as identified by internal and external factors. Internal and external strengths and weaknesses are identified using a variety of resources, including but not limited to, Adequate Yearly Progress (AYP) reports, Crystal Reports, Annual Performance Report (APR), the Hartville School Report Card, demographic data, state-wide statistics, past Missouri School Improvement Program (MSIP) reports, accountability reports, and instructional practice and resource audits. External strengths and weaknesses are not under the control of the district. The external strengths and weakness of the Hartville R-II School District are enumerated separately as follows. External strengths of the Hartville R-II School District:

1. While the average adjusted tax-rate of the state has risen steadily over the years (i.e., Incidental fund rate is $3.16), Hartville rates have remained the same (i.e., Incidental fund rate is $2.75).

2. Average current expenditures per ADA are about $700 less in Hartville ($7502.62) than

statewide ($8221.00).

3. There was a 12.2% population increase in Hartville during the 1990’s.

4. The crime rate in Hartville (32.9) is significantly less than the national average (325.5).

5. The violent crime index is half the national average, which supports the contention in the MSIP community surveys that students feel safe in the schools.

6. There are 5 universities within 70 miles of Hartville.

7. The Hartville R-II School District is the hub of the community and a source of

community pride.

8. Community support for the Hartville schools is excellent.


External weaknesses of the Hartville R-II School District:

1. On average, the Hartville R-II School District is less dependent on local dollars and increasingly dependent upon state and federal dollars for revenue. (State averages: local=55.8%; state=34.4%; federal=9.6%. Hartville averages: local=33.5%; state=48.0%; federal=18.4%. This makes ADA particularly important in fiscal planning.

2. The number of Hartville students (67.7%) on free and reduced lunches is significantly

higher than the state average (41.8%). This will affect the revenues flowing into the district.

3. The median family income in Hartville is $21,837 which is about half that of the state

average of $41,974. Similarly, the median house value is $54,800 compared to $123,100 statewide.

4. Only 8.9% of individuals in Hartville have a college education, significantly below the

state average. This could be the result of job market factors.

5. The new Supreme Court ruling on collective bargaining for teachers might have an impact on expenditures in the future.

6. The mobility rate is high and could be adversely affecting ADA and achievement.

7. In 2003-2006, the average daily attendance for Hartville students declined from 94.4% to

93.6%. The decline is attributed to grades 7-12 over the three year period. Internal strengths and weakness are under the control of the district and are categorical. The internal strengths and weaknesses of the Hartville R-II School District are enumerated separately as follows in the following categories: resource, performance, and process. Internal resource strengths of the Hartville R-II School District:

1. Class-size in Hartville is excellent and in most cases meets the MSIP desirable standards.

2. The district counselor-to-student ratio meets desirable standards.

3. The district administrator-to-student ratio meets desirable standards at all levels. Internal resource weaknesses of the Hartville R-II School District:

1. Grovespring elementary library is not staffed before, during, or after regular school hours on a consistent basis.

2. The district administrator-to-student ratio meets desirable standards at all levels.

3. Library Media Centers are not open evenings, Saturdays, or summers.


Internal performance strengths of the Hartville R-II School District:

1. The number of Hartville students in grade 6 who are proficient in communication arts (44.6%) is significantly higher than the state average (32.2%).

2. The number of Hartville students in grades 6, 7, and 8 who are proficient in mathematics

is significantly higher than the state average.

3. The percent of vocational completers who are placed in related employment or continue education after graduation is at a high level.

Internal performance weakness of the Hartville R-II School District:

1. The number of Hartville students proficient in communication arts in grade 3 and 7 (3=12.7%; 7=22.95%) is significantly below the state average (3=26.2%; 7=31.3%). This warrants a sense of urgency about instruction in these areas.

2. The number of Hartville student in grades 3, 4, and 5 who are proficient and advanced in

mathematics is significantly lower than the state averages.

3. The number of Hartville students in grades 7 and 8 who are advanced in mathematics is significantly lower that the state averages.

4. The number of Hartville students (9.8%) entering a 4-year college is significantly less

than the state average (39.2%).

5. The dropout rate for Hartville students (5.7%) is significantly higher than the state average (3.3%).

6. APR data showed an increase in the dropout rate.

7. The average ACT score for Hartville (18.8) is lower than the state average (21.6) and,

more problematic, is the fact that they are getting lower (21.3% in 2003 to 18.8% in 2006).

8. The number and percentage of Hartville graduates taking the ACT is trending lower over

2002-2006 in addition to being significantly lower than the state averages. (Hartville=36%; State=70%)

9. ACT data is not used to assess students and plan for instruction at the high school.

10. Students with disabilities are not showing improvement on MAP scores.


11. The number of juniors and seniors enrolled in vocational classes is not high and does not show sufficient improvement.

12. APR data reveals the need to increase college and vocational placement in advanced and

vocational classes. Internal process strengths of the Hartville R-II School District:

1. Discipline infractions that decreased from 2003-2006 include classroom disruption and drug violations.

2. The suspension and expulsion rates for Hartville students are significantly lower that state

averages.

3. The district encourages students to do well on the MAP test.

4. District facilities are clean, inviting, and in good condition.

5. The percent of advanced courses taken by juniors and seniors is at a high level.

6. Faculty members are well informed about the issue of poverty and its effects on education.

7. Student and teachers have adequate instructional materials.

8. The district has provided a positive climate for learning.

9. Hartville’s band is outstanding and a source of community pride.

10. Hartville’s strong sports program brings the community together.

11. The transportation system in Hartville is excellent and the school bus maintenance

program is exemplary.

12. A $400,000 eMints program will expand the current program so it is fully implemented district-wide.

Internal process weaknesses of the Hartville R-II School District:

1. The teaching staff does not modify assignments based on the developmental level of the students. This might account for the failure of disabled students to improve MAP scores.

2. The elementary schools and high school do not use portfolios of student work samples in

core areas.

3. Dependence on Accelerated Reader as a primary instructional strategy to teach reading is inappropriate. Accelerated Reader is only one of many components that need to be implemented.


4. Longitudinal district-wide test data is not used to plan for instruction at any level in

Hartville. This is a serious gap in planning.

5. Professional development is not targeted to weak areas (communication arts, math, and science) on the MAP tests, particularly at the junior high and high school.

6. Distance learning is used to a limited extent by the Hartville R-II School District.

7. The percentage of students with disabilities employed or enrolled in continuing education

six months after graduation was 100% in 2000 and 40% in 2003. The percentage is not increasing or comparable to the general population.

8. Special needs classifications that increased during 2002-2006 include speech/language

disorders, mental retardation, multiple disabilities, young child developmental delay, and early childhood education.

9. MSIP data indicates concerns about the Special Education programming district-wide.

10. The identification process and services for the gifted population are minimal.

11. District-wide discipline infractions that increased during 2003-2006 are cheating,

tardiness, disrespect toward staff, profanity, theft, fighting, weapons violations, and truancy.

12. The board of education reported that they do not agree that the district promotes efforts to

involve parents in the child’s education.

13. Parent and community advisory committees are not an active part of the district.

14. Service provided by the Parents as Teachers program is below state average. (Hartville=22%; State=46%).

15. The issue of cultural diversity in one building is problematic. Less than 10% of faculty

feel there ought to be greater emphasis on cultural diversity while at another building over 90% agreed that there ought to be more emphasis. This dichotomy should be examined.

Implementation/Monitoring/Evaluation/Updating

District administrators will meet on a regular basis to oversee, evaluate, and monitor the implementation of each district improvement strategy and will submit an annual proposal for necessary updates and amendments to the strategic planning team. An annual report of the results of all evaluations and strategy implementation will be submitted to the board of education along with any needed updates and amendments for their final approval.


Strategic Planning Team Administrative Team

Chairman: Dr. Sharon Hayden Superintendent Administration: Kathy Claxton G.E./Federal Programs Mark Piper H.E./Differentiated

Instruction/Climate Jennifer Sanders H.S./Curriculum/A+/Safety

Team Members Board Members: Allen Dickinson President Gary Dedmon Vice President Faron Adamson Secretary Mike Shaver Member Dan Pitts Member Daniel Barr Member Dustin Arnall Member Faculty/Staff: Vicki Hilliard School Nurse David Rose Maintenance Director Doug Baker Technology Coordinator Becky Baker HE Second Grade Stacie Fohn K-6 Counselor Amy Ragsdale PDC Chair/HS Math Nancy Hughes Cafeteria Cindy Adamson LMC Trish Cole GE Title I Galen Dixon HS Social Studies Teresa Dixon K-12 Music Cathy Henderson Administrative Assistant Becky Lillard HE Second Grade Linda McClanahan Treasurer Steve Nelson Transportation Director Teresa Oliphant JH Communication Arts Mike Percival Athletic Director Kim Percival Administrative Assistant Joan Roberts GE Fifth Grade Vonda Scheets JH Special Education Vicki Stewart HE Special Education Linda Strunk HE Title I Reading Rhonda Taylor HE Fifth Grade Ramona Whayne HS Communication Arts Tonya Wilson HE Sixth Grade Mary Stephenson GE First Grade Scott Keith Instructional Coach


Community/Parents: Shelia Adamson Ritchie Arnall Joel Childers Glen Boyer Luke Boyer Steve Freeman Judy Freeman Tracy Hardcastle Mary Helsley Sherry Huffman Maxona Lawler Norm Olsen Jeanette Olsen Kelly Robertson Jonetta Shaver Robbie Still Nancy Still Keith Wollard Missy Wollard Students: Drew Kelley Carlin Tompkins Jasmin Hughes Lindsay Burke


Objectives

1. The number of graduates will increase 1% annually.

2. Students in grades K-12 will annually maintain a 95% average daily attendance rate throughout the entire school year.

3. The number of K-12 discipline incidences will decrease 5% annually.

4. The combined number of graduates entering a post-secondary institution or placed in an

occupation related to their career education training or the military will be 83% or higher annually.

5. Student achievement on the MAP will annually meet all proficiency targets of the APR

and AYP.

6. The scope and sequence of the district curriculum will be formalized, reviewed on a cycle, aligned to appropriate standards, and fully implemented by the faculty and administration by August 2009.

7. Gifted students will be identified annually through a process that fulfills state

requirements based on teacher observation, classroom performance, and standardized test scores to be implemented by August 2008.

8. The number of families participating in the Parents As Teachers program will increase

5% annually as measured by district data.

9. District facilities will be appropriate and well maintained in order to meet present and future educational needs of all students.

Hartville R-II Schools District Improvement / CSIP

Strategies Objective #1

Objective: The number of students graduating will increase 1% annually. Standard Strategy

Number Strategy Person

Responsible Timeline Funding

Source 6.3

1 Identify and serve at-risk and educationally disadvantaged students.

Building Principals Counselors

8/07-8/11 Local State

Title I, II.A, II.D, IV.A, V

6.2 2 Maintain the reading level of all students at, or above, grade-level as measured by district-approved assessments.

Building Principals Teachers


Title I, II.A, V, VI.B

8.9 3 Pursue more active parental and community

involvement. Superintendent

Building Principals Counselors Teachers


Title I, VI.B


Action Steps Objective #1

Strategy #1 Strategy: Identify and serve at-risk and educationally disadvantaged students. Standard Action

Number Action Step Person


Source 6.5

1 Provide alternative intervention strategies through a district alternative strategies team.

Counselors Teachers


6.5

2 Develop and implement district protocols for at-risk students to complete school.



6.3

3 Provide extended school opportunities for student learning.



6.9

4 Provide guidance participation opportunities for parents and students.

Counselors 8/07-8/11 Local State

7.1 5 Provide supplemental educational services through local, state, and federal programs.

Superintendent Counselors Teachers


Title I, IIA, II.D, IV.A, V



Strategy #2 Strategy: Maintain the reading level of all students at, or above, grade-level as measured by district-approved

assessments. Standard Action



Source 6.2 1 Provide Professional Development on

reading readiness assessments. Building Principals

PDC Chair


Title I, II.A, V, VI.B

7.1 2 Provide supplemental educational services

through local, state, and federal programs Superintendent

Counselors Teachers


Title I, II.A, II.D

6.3 3 Implement tutoring programs in grades K-12.

Building Principals A+ Coordinator

Teachers


Title I, II.A

9.2 4 Provide students with opportunity to participate in a summer reading program.



Title I, VI.B



Strategy #3 Strategy: Pursue more active parental and community involvement. Standard Action



Source 8.9 1 Increase the number of parents attending

parent/teacher conferences annually.



Title VI.B 8.9 2 Attain and maintain 90% parental

attendance at open house.



Title VI.B 8.9 3 Facilitate quarterly parent information

nights. Building Principals

Counselors Teachers


Title I, VI.B

8.9 4 Submit quarterly information articles to the local newspaper.



8.9 5 Increase the number of parents who volunteer annually.

Building Principals 8/07-8/11 Local State

Title VI.B



Objective: Students in grades K-12 will annually maintain a 95% average daily attendance rate throughout the entire school year.

Standard Strategy



Source 9.6 1 Encourage school attendance of all students.



Title II.A, V 6.6 2 Implement drug/alcohol/violence/bullying

prevention strategies K-12.



Title IV.A



Strategy #1 Strategy: Encourage school attendance of all students. Standard Action



Source 9.6 1 Require students K-12 to make up

attendance for all absences in excess of five per semester.


9.6 2 Notify parents of excessive student absences.


9.6 3 Implement attendance incentive programs per building.



8.12 4 Maintain a health services program to provide intervention and preventative health services for all students.

Superintendent Nurses


Title II.A, V

8.12 5 Monitor student immunization requirements to facilitate increased student attendance.

Nurses 8/07-8/11 Local State

Title II.A, V



Strategy #2 Strategy: Implement drug/alcohol/violence/bullying prevention strategies K-12. Standard Action



Source 6.5 1 Offer Red Ribbon Week activities K-12. Building Principals

Counselors SADD sponsor


Title IV.A 6.5 2 Schedule drug/alcohol/violence/bullying

prevention assemblies and guest speakers K-12.



Title IV.A 6.4 3 Purchase drug/alcohol/violence/bullying

prevention and awareness materials K-12. Building Principals

Counselors 8/07-8/11 Local

State Title IV.A

6.9 4 Disseminate drug/alcohol/violence/bullying prevention and awareness materials to students and parents K-12.



Title IV.A

6.7 5 Provide Professional Development to faculty and staff K-12 on strategies for drug/alcohol/violence/bullying identification/prevention/intervention.

Building Principals Counselors PDC Chair


Title IV.A

6.6 6 Develop and implement drug free/fight free prevention activities K-12.



Title IV.A 6.9 7 Offer referral services through the

counselor’s office K-12. Counselors

8/07-8/11 Local

State



Objective: The number of K-12 discipline incidences will decrease 5% annually. Standard Strategy



Source 6.5

1 Implement character education and formal K-12 discipline programs.



Title IV.A



Strategy #1 Strategy: Implement character education and formal K-12 discipline programs. Standard Action



Source 6.6 1 Establish a character education committee

representing K-12 students, staff, parents, and community members.



Title IV.A 6.5 2 Maintain compliance with Character Plus

guidelines. Building Principals

Counselors Teachers


Title IV.A 6.6 3 Facilitate character education objectives

through student leadership groups. Building Principals

Counselors Teachers


Title IV.A 6.5 4 Promote character education with signs,

banners, and daily pledge.



Title IV.A 6.5 5 Develop avenues for regular and consistent

student recognition. Building Principals

Counselors Teachers


6.6 6 Establish a daily time for teachers to focus on character education.


6.6 7 Analyze building discipline data to develop plan addressing top three infractions and develop character trait focus for the upcoming school year.




Objective: The combined number of graduates entering a post-secondary institution or placed in an occupation related to their career education training or the military will be 83% or higher annually.

Standard Strategy



Source 6.9

1 Offer career awareness activities to all students K-12.

Counselors A+ Coordinator

Teachers


9.3

2 Provide training in college placement examinations.

Counselors Teachers


Title II.A

9.4

3 Maintain appropriate course offerings in the high school.



Title II.A



Strategy #1 Strategy: Offer career awareness activities to all students K-12. Standard Action



Source 6.9 1 Offer career awareness activities to all

students K-12 with at least four annual opportunities provided to high school students.

Counselors


6.9 2 Review each student’s four-year educational plan annually throughout high school with input from the student, counselor, and parents.

Counselors


6.9 3 Provide information pertaining to college and career choices to 9-12 students and parents.

Counselors


7.6 4 Utilize partnerships with area businesses to develop career awareness activities for students.

Counselors A+ Coordinator

Teachers




Strategy #2 Strategy: Provide training in college placement examinations. Standard Action



Source 6.9 1 Encourage students to take the PSAT and

ACT.


6.9 2 Provide ACT training no less than two times annually to seniors.


6.9 3 Require all sophomores to take the PLAN and all juniors to take the ASVAB.


9.3 4 Provide after school tutorials and computer software to adequately prepare all students taking college placement examinations.

Counselors Teachers


6.7 5 Provide Professional Development for core teachers preparing students for college placement examinations.

PDC Chair 8/07-8/11 Local State

Title II.A



Strategy #3 Strategy: Maintain appropriate course offerings in the high school. Standard Action



Source 9.4 1 Maintain a minimum of 45% of all credits

taken by juniors and seniors in advanced courses.



9.4 2 Maintain a minimum of 25% of all credits taken by juniors and seniors in career education courses.



6.1 3 Research and add necessary advanced/dual-credit courses to the high school schedule.



6.1 4 Research and add necessary articulated and vocational courses to the high school schedule.



6.2 5 Evaluate core curriculum to ensure alignment with advanced criteria.



Title II.A 7.3 6 Provide students with assistance in

transition to the workplace or continuing education.

Vocational teachers 8/07-8/11 Local State

7.1 7 Implement programs that result in improved opportunities for post-secondary education and employment for special needs students.

Special Education Director




Objective: Student achievement on the MAP will annually meet all proficiency targets of the APR and AYP. Standard Strategy



Source 6.3

1 Engage students in instructional pedagogy utilizing aligned curriculum and high-order thought processes.

Building Principals Instructional Coach

Teachers


Title II.A 6.2

2 Analyze MAP test data annually to determine instructional strengths and weaknesses.


Teachers


Title II.A 6.7

3 Target Professional Development monies for activities in instructional deficit areas and Professional Learning Communities.

Building Principals PDC Chair


Title II.A

6.3

4 Implement intensive assessment and instructional processes that will address the diverse needs of learners.


Teachers


Title II.A, II.D 6.2 5 Provide incentives and motivation for

students to encourage them to perform their best on the MAP test.



6.8

6 Evaluate district resource collection annually according to criteria outlined in the DESE library standards and publications.

Superintendent Librarian


Title II.A, II.D



Strategy #1 Strategy: Engage students in instructional pedagogy utilizing aligned curriculum and high-order thought

processes. Standard Action



Source 6.1

1 Meet monthly with core vertical/horizontal teams and instructional resource coach (Professional Learning Communities) to align curriculum and GLEs using the Electronic Alignment Tool.

Superintendent Building Principals Instructional Coach

Teachers


Title II.A

6.3

2 Meet monthly with core vertical/horizontal teams and instructional resource coach (Professional Learning Communities) to discus sound, consistent, engaging instructional processes.

Superintendent Building Principal

Instructional Coach Teachers


Title II.A

6.3

3 Implement instructional pedagogies as determined through decisions made in Professional Learning Communities

Teachers 8/07-8/11 Local State

Title II.A

6.3

4 Check for implementation of curriculum and instructional processes including eMints through performance-based teacher evaluations, administrative walk-through, and lesson plans.


6.5

5 Formulate and disseminate to students and parents, quarterly reports outlining student progress in curriculum goals at the end of each quarter.



Action Steps

Objective #5 Strategy #2

Strategy: Analyze MAP test data annually to determine instructional strengths and weaknesses. Standard Action



Source 6.2

1 Provide teacher and administrative training on data analysis.

Instructional Coach


Title II.A

6.2

2 Disseminate data results to drive classroom instruction.


Teachers



Action Steps

Objective #5 Strategy #3

Strategy: Target Professional Development monies for activities in instructional deficit areas and Professional Learning Communities.

Standard Action



Source 6.2

1 Define instructional deficit areas for Professional Development.


6.7

2 Approve Professional Development

activities directly related to targeted areas of instruction.

PDC Chair 8/07-8/11 Local State

6.7

3 Participate in Professional Development activities directly related to targeted areas of instruction.


Title II.A



Strategy #4 Strategy: Implement intensive assessment and instructional processes that will address the diverse needs of

learners. Standard Action



Source 6.4

1 Train reading specialists and regular classroom teachers K-2 on balanced literacy components and DIBELS assessment protocols.

Superintendent Building Principals


Title I, II.A

6.3

2 Train teachers K-12 in Constructivist Learning Theory and the ways it is connected to student achievement.



Title I, II.A 6.3

3 Train teachers K-12 in questioning skills that will require higher-order thinking to arrive at a solution.



Title II.A 6.3

4 Implement assessment and instructional processes of the eMints program K-12.

Teachers PD4ETS


Title II.D 7.1

5 Implement differentiated instruction methodologies to reach all learners and curricular objectives K-12.



Title II.A 6.3 6 Train teachers K-12 in Brain-Based

Learning research practices. 8/07-8/11 Local

State Title II.A



Strategy #5 Strategy: Provide incentives and motivation for students to encourage them to perform their best on the MAP

test. Standard Action



Source 6.2

1 Implement an incentive and motivation plan per building K-12.



6.2

2 Recognize outstanding student performance.

Building Principals


6.3

3 Provide support to students missing Proficient status on the MAP by 10 or less points.



6.5

4 Provide after-school tutoring for students performing below grade-level.




Strategy #6 Strategy: Evaluate district resource collection annually according to criteria outlined in the DESE library

standards and publications. Standard Action



Source 6.8 1 Update the LMC resource collection to

assure resources are available in sufficient quantity and quality to support, enhance, and enrich curriculum.



6.8 2 Replace obsolete and worn material on an annual basis.



6.8 3 Collaborate with curriculum and technology committees to integrate LMC resources into the curriculum.

Librarian 8/07-8/11 Local State

Title II.A, II.D



Objective: The scope and sequence of the district curriculum will be formalized, reviewed on a cycle, aligned to appropriate standards, and fully implemented by the faculty and administration by August 2009.

Standard Strategy



Source 6.1

1 Align district curriculum to appropriate state standards utilizing the Electronic Alignment Tool.


Teachers


Title II.A 6.1 2 Utilize Professional Learning Communities

to align, formalize, implement, review and update district curriculum.


Teachers


Title II.A

6.3

3 Engage students in instructional pedagogy utilizing aligned curriculum and high-order thought processes.


Teachers

8/07-8/11 Local



Strategy #1 Strategy: Align district curriculum to appropriate state standards utilizing the Electronic Alignment Tool. Standard Action



Source 6.1

1 Align communication arts, mathematics, science, social studies, fine arts, and physical education/health curriculum to state-endorsed grade-level expectations, content standards, and process standards.



Title II.A

6.1

2 Align practical arts curriculum to appropriate grade-level expectations, content standards, and process standards.



Title II.A

7.3

3 Align vocational curriculum to state-endorsed vocational standards.



Title II.A 7.1

4 Align special education instruction and assessment to properly aligned district curriculum appropriate to each student’s Individual Education Plan.

Instructional Coach Special Ed Director

Teachers


Title II.A



Strategy #2 Strategy: Utilize Professional Learning Communities to align, formalize, implement, review and update district

curriculum. Standard Action



Source 6.1

1 Provide regularly scheduled release time for teachers to participate in Professional Learning Communities.



Title II.A

2 Align and formalize district curriculum using the Electronic Alignment Tool as determined through decisions made in Professional Learning Communities.


Title II.A

3 Implement district curriculum as determined through decisions made in Professional Learning Communities.


Title II.A

4 Review and update district curriculum on a regular cycle, not to exceed five years, using the Electronic Alignment Tool as determined through decisions made in Professional Learning Communities.


Title II.A



Strategy #3 Strategy: Engage students in instructional pedagogy utilizing aligned curriculum and high-order thought

processes. Standard Action



Source 6.3

1 Implement instructional pedagogies as determined through decisions made in Professional Learning Communities.


Title II.A 6.3

2 Check for implementation of curriculum and instructional processes through performance-based teacher evaluations, administrative walk-through, and lesson plans.


Title II.A

6.5

3 Formulate and disseminate to students and parents, quarterly reports outlining student progress in curriculum goals at the end of each quarter.


Title II.A



Objective: Gifted students will be identified annually through a process that fulfills state requirements based on teacher observation, classroom performance, and standardized test scores.

Standard Strategy



Source 7.2

1 Implement a Grades 2-12 gifted identification process that fulfills state requirements.


Counselors


Title V, VI.B



Strategy #1 Strategy: Implement a Grades 2-12 gifted identification process that fulfills state requirements. Standard Action



Source 7.2

1 Research model gifted programs with identification processes emphasizing early identification; multiple-use of age-appropriate testing tools and resources; a multiple-identification method utilizing teacher observation, classroom performance, and test scores.


Counselors


Title V, VI.B

7.2 2 Implement a model gifted identification process emphasizing early identification; multiple-use of age-appropriate testing tools and resources; a multiple-identification method utilizing teacher observation, classroom performance, and test scores.


Counselors


Title V, VI.B



Objective: The number of families participating in the Parents As Teachers program will increase 5% annually as measured by district data.

Standard Strategy



Source 7.5

1 Develop and implement strategies for increased parent participation.

PAT Coordinator 8/07-8/11 State



Strategy #1 Strategy: Develop and implement strategies for increased parent participation. Standard Action



Source 7.5

1 Collaborate with school officials, other school groups, and outside agencies concerning strategies to identify prospective parent participants.


7.5

2 Collaborate with school officials, other school groups, and outside agencies concerning strategies to disseminate information to prospective parent participants.


7.5

3 Implement strategies to identify and contact prospective parent participants.


7.5

4 Develop a strong PAT program to attract prospective parent participants.




Objective: District facilities will be appropriate and well maintained in order to meet present and future educational needs of all students.

Standard Strategy



Source 8.11 1 Comply with all safety standards set forth

by local, state, and federal inspectors. Superintendent

Building Principals Safety Coordinator


Title IV.A

8.10 2 Improve facilities to enhance the learning environment for all students.



6.4 3 Integrate the use of up-to-date technology as

an instructional tool.

Superintendent Tech Coordinator

Teachers


Title II.D, VI.B



Strategy #1 Strategy: Comply with all safety standards set forth by local, state, and federal inspectors. Standard Action



Source 8.7 1 Utilize a strategic safety plan for

implementation and documentation of district safety and reporting procedures.

Superintendent Safety Coordinator Building Principals

8/07-8/11 Local Title VI.B

8.11 2 Install and maintain appropriate safety equipment and procedures throughout the district.

Superintendent Safety Coordinator


Title IV.A, VI.B

8.11 3 Inspect district facilities four times annually to ensure proper safety equipment and procedures are in place.

Superintendent Building Principals Safety Coordinator


8.11 4 Provide training to staff and students on safety procedures.



8.11 5 Provide training to staff on proper use of safety equipment.



8.10 6 Comply with all LMC seating requirements. Superintendent Librarian


8.9 7 Comply with all Civil Rights and ADA requirements.

Superintendent 8/07-8/11 Local State

Title IV



Strategy #2 Strategy: Improve facilities to enhance the learning environment for all students. Standard Action



Source 8.10 1 Upgrade electrical capacity to allow district-

wide computer access to curriculum resources on the internet and district network.



Title II.D



Strategy #3 Strategy: Integrate the use of up-to-date technology as an instructional tool. Standard Action



Source 6.4 1 Purchase, install, and update hardware

equipment and software as necessary to stay current with technological advances.



Title II.D 6.4 2 Train staff on effective use of technology as

an instructional tool. Building Principals

PDC Chair Tech Coordinator


Title II.D, VI.A

6.4 3 Implement to goals and objectives of the eMints program K-12.



Title II.D

6.4 4 Purchase and install equipment and software necessary for the implementation of the eMINTS program K-12.



Title II.D

6.4 5 Provide professional development necessary for the implementation of the eMINTS program K-12.

PD4ETS


Title II.D

Documents

Table of Contents - Hartville · It is the philosophy of the Hartville R-II School District to provide an educational environment that will ensure a positive atmosphere for the intellectual,