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Feb 2, 2013 (4 years and 6 months ago)

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Submit Your Application






LEA Scope of Work


LEA Name:

Dublin City School

LEA IRN:

047027

LEA Contact:

Eydie Schilling


The purpose of this agreement is to establish a framework of collaboration in the development of the LEA Final
Scope of Work. Checking this box certifies the acceptance of the Final Scope of Work document by the LEA
superintendent and teachers’ union presi
dent
(
if applicable). Each LEA assures that the superintendent and
teachers’ union president (if applicable) have signed the Final Scope of Work agreement, which is on file at the
LEA and available upon request.


X








Ohio has a vibrant

history of setting ambitious but achievable goals in the face of daunting challenges. From the Underground Railroad to
space exploration, Ohio has pursued its future with courage, fortitude and intelligence. Ohio is once again at the forefront
of innovati
on.
Together, we are transforming our state’s education system. We are now front and center in the national spotlight poised to d
eepen our work
through our Race to the
T
op strategy.

This is an exhilarating moment, and the Ohio Department of Education is pro
ud to be partners in the complex but meaningful work with
your districts and community schools. The ultimate success of Ohio’s Race to the Top strategy lies within the leadership of o
ur participating
districts and schools. Race to the Top is a strategy for

the entire state, but each of you will drive the change which will propel our work to
the next level.

While we have a great opportunity, we also realize that this is no small challenge and the clock is ticking. Ohio’s children
cannot wait and
we must act
boldly now. Over the next four years, our goals are to reduce achievement gaps, increase high school graduation rates, and
increase college enrollment. Specifically, we aspire to:



Increase high
school graduation rates by .5% per year



Reduce graduation rate

gaps by 50%



Reduce performance gaps by 50%



Re
duce

the gap between Ohio and the best
-
performing states in the nation by 50%



More than double the increase in college enrollment for 18 and 19 year olds.

These goals require our best thinking and renewed focus
. We will need the support and success of every participating district and school in
order to achieve these challenging goals. Together we will ensure that our transformative work will result in Ohio students r
ealizing greater
successes in school and life.


Directions: This Scope of Work template is available online at
www.rttt.education.ohio.gov
. Participants should complete the form online and submit it by clicking on
the “Submit” button. All Scopes of Work are due
October 22, 2010.

In addition to the budget totals on this form, LEAs will submit a more detailed budget in the CCIP.

1


R
ACE TO THE
T
OP
:

LEA

S
COPE OF
W
ORK

N
ARRATIVE
:

4
-
6

PAGES


R
ACE TO THE
T
OP
V
ISION


How will your LEA be different in 2014 as a result of your RttT strategy?

What will be different for students; for
teachers; for administrators?

Dublin City Schools has a strong history of
high levels of
student academic achievement, community engagement and developing educators and administrators
to suppo
rt student success. T
he
Race to the Top

strategies provide a

bl
ueprint for refining the organization’s student
-
捥湴敲敤em楳獩on⁡nT⁧ 慬猠o映
Excellence

and
Equity.


As a result of District RttT strategies by 2014, Dublin students will be fully equipped to flourish in an increasingly compet
itive international environme
nt. The
community will benefit from having all graduates reach high levels of academic success and competence in critical skills nece
ssary for college and career
pathways. Teachers and administrators will experience professional growth that fosters the exp
ertise needed to personalize
learning for all students. D
istrict
leadership will strategically address organizational structures and support systems.


Dublin City Schools will utilize Ohio’s new internationally benchmarked
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century skills as well as
college and career readiness skills. Teachers will have access to a suite of instructional resources from both the district a
nd the state department of education

to
support student learning. Personalized instruction will occur through a heightened focus on formative assessment, data and st
udent progress measures.


The District

will increase its commitment to data
-
informed decision making at all levels of the educational system from policy making to individual classrooms.
Students will have information to help track their personal progress. Teachers will make informed decisions
about instruction
,
intervention
and enrichment
effectiveness to help all students achieve

and progress
. All eligible teachers within Dublin City Schools will access and utilize value
-
added student
-
level reports.
Classroom teachers who do not currently rec
eive value
-
added reports will identify and/or develop and utilize measures of student growth. Principals will engage
in meaningful conversations with educators about student growth and considerations for staffing, resource allocations, progra
ms and buildin
g professional
development. Parents will be more informed about their child’s progress and will be able to partner more effectively with tea
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the school system become more transparent and accountable to student success.


Teacher’s knowledge and skills regarding differentiated instruction, assessment and student progress

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Dublin City Schools will have improved student learning due to the District’s commitment to developing a dedicated and highly

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Ohio Standards for the Teaching Profession
. All
educators in the district will experience high quality p
rofessional development that will facilitate individual professional growth. The community will be assured
that Dublin City Schools’ educators are of the highest caliber and understand that professional growth of educators increases

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leges and universities and utilize the ‘higher education value
added ratings list’ to obtain high
-
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Ohio
Standards for Professional Development.


3


The district will expand upon its existing evaluation systems for teachers and administrators. The evaluation instruments wi
ll be used to drive and improve
professional growth. Teachers and administrators will understand how a variety of student growth measures may inform their ow
n professional growth.
Reflection and feedback will be key strategies to inform actions and improve

practices. The evaluation instruments based upon Ohio’s principal and educator’s
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Gold Star Schools,
having at least 80% effective and highly effective educators
and demonstrating an
equitable distribution of effective teachers.


In 2014, The Dublin

City Schools will have leveraged the
Race to the Top

strategies and successfully moved the school community to a more transparent,
accountable and collaborative approach to education with a renewed focus on individualizing growth at both the student and p
rofessional levels.






R
ACE TO THE
T
OP
P
RESSING
I
SSUES


What are your LEA’s most pressing issues in each of the four assurance areas?

Standards and Assessments

1.

The identification and transitioning of current resources and instructional materials or

the purchase of new materials to support the appropriate grade
levels/courses.

2.

Building deep levels of understanding to help teachers shift their practice to the new standards
while
maintain
ing

levels of student achievement.

3.

Ensuring student success in
the new assessment system is not hindered by the technology infrastructure, teacher professional development for online
assessments or student user error during the assessment administrations.



Using Data to Improve Instruction

1.

Evaluate the district’s Instructional Improvement System (IIS) to determine if the tool meets the established criteria for th
攠䥉匮



Evaluate, monitor and support teachers’ use of the IIS at the classroom level.



Evaluate and support current use of format
ive assessment to guide instruction at the classroom level.




4


Great Teachers and Leaders

Area D: Great Teachers and Leaders
-

Measures Student Growth

1.

Evaluate, monitor and continue to support current district and school practices related to access and
use of value
-
added data.

2.

Identify, refine, develop and support the implementation of other measures of student growth that can be used to supplement v
alue
-
added growth
data.

3.

Identify, refine, develop and support the implementation of measures of student g
rowth that can be used in subjects or grade levels that do not have
value
-
added reports.


Area D: Great Teachers and Leaders
-

Evaluation Systems

1.

Providing professional growth opportunities for teachers and principals to continue to improve their practice
to reach the distinguished level of the
evaluation instrument.

2.

Incorporating a variety of student growth measures including Ohio’s

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Addressing the d
isconnection between philosophy and practice
.

2.

R
etaining
Title I
educators for program consistency.

3.

Lack of diversity within our educator pool
.

4.

O
verextending

teacher leaders

and administra
tors.

5.

Providing m
ulti
-
cultural professional development (i.e. Ruby Payne, etc.)
.

6.

Recruitment of specialty area teachers and hard
-
to
-

staff

subject
s.

7.

Collaboration with colleges and universities to acquire a diverse pool of quality applicants
.


Area D:
Great Teachers and Leaders


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Coordinating quality time for collaboration between the mentor and resident educator.

2.

Meeting the potential staffing requirements to fully implement a quality Resident Educator Prog
ram.




Turning Around the Lowest
-
Achieving Schools

Not applicable for
Dublin City Schools
.


5




S
UCCESS
F
ACTORS AND
P
OSSIBLE
R
ISKS


What people, processes and resources will you deploy to ensure your district is meeting its RttT commitments and
improving student achievement?

How will you engage stakeholders in Race to the Top?

What are possible risks and how will you mitigate those risks?

Success Factors: (People & Processes)



Dublin City Schools has identified a District Data Team (DDT) of 76 members, consisting of administrators and classroom teach
ers from each school. The
DDT meets on a regular basis (6 full
-
day sessions) throughout the school year. The District Data Team m
embers meet regularly with an identified School
Data Team (SDT). The SDT consists of 5 additional classroom teachers from each school (95 classroom teachers). This organiz
ed, systemic, Data Team
structure supports the district’s goals of accessing and us
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School Principals, the Director of Data and Assessment, Instructional Support Teachers, Technology Support Teachers and Curri
culum Councils



Dubl
in City Schools has identified Curriculum Councils in the core content areas, consisting of primary, intermediate, middle and

high school
representation. Councils meet throughout the year to focus on curriculum and instruction.



Dublin City Schools has iden
tified School Test Coordinators for each building to support the state and district assessment system.



Dublin City Schools employs structured, systemic professional develo
pment, including job
-
embedded professional development

within each school’s
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Dublin City Schools will actively participate in the Ohio Department of Education’s professional development opportunities.



The budgets of the Learning & Teaching, Pupil Services and Assessment budgets

support the RttT strategies.



Strategic teams of people exist to support RttT strategies including: Transformation Team, Evaluation Committee (Principals a
nd Teachers per
Negotiated Agreement), Learning & Teaching Department, Human Resources Department, Bu
ilding Principals, Pupil Services Department, Diversity and
Equity Office and Technology Department.



The Human Resources Department uses Ventures during the hiring process.



Community outreach and involvement is an established priority for the district



Bil
ingual staff and translation process of district information.



Diversity and Equity Task Force and Family & Civic Engagement Teams are established and operating.



Local Pro
fessional Development Committee and review process for IPDPs.



The Leadership Academy C
ommittee is made up of teacher leaders from each building that implement summer professional development for all
educators preK
-
12.



Dublin’s Chamber of Commerce: Leadership Dublin



A Resident Educator Mentoring Program Committee made up of stakeholders as
defined within the negotiated agreement.



Lead Mentors exist for each grade
-
band (elementary, middle and high school) to give tailored support to Resident Educations in their grade
-
band.



A cadre of ODE trained mentors exists that surpasses the typical numbe
r of new teachers employed yearly.

6



Success Factors: (Resources)



Existing p
artnership
s

with IIS vendor and ODE.



Online tutorials
to support professional growth.



Access to the
Ohio Department of Education’s tools and resources
.



Established p
artnerships
with Regional Professional Development and Service Providers (i.e., State Support Team, Educational Service Centers, Battelle

for Kids)
.



Established District advisory groups (e.g., Senior Citizens, Business Advisory, Superintendent Advisory by Students).



T
eacher and Principal evaluation instruments
have
been
aligned to state’s standards
.




District technology
systems encourage collaboration and communication
.



Partnerships with higher education
exist to support
professional growth of educators and recruitment

of new
educators.



Technological resources exist to help foster communication and collaboration between Resident Educators, Mentors and district

administration.



P
rofessional development plans exist to support Resident Educators in the first year with the d
istrict.



Community outreach and involvement is an established priority for the district.


Community
Engagement




A comprehensive engagement and communication plan will be developed to share the RttT strategies.



Regular reports
will be made
to the Board of

Education.



The Transformation Team will review, mon
itor, and revise the RttT plan.



The Rtt
T plan
will be posted
on the district’s website
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The
District
P
rofessional
D
evel
opment

committee will use the

goals of the Rtt
T plan when making decisions.



During district professional development participants will learn about the RttT strategy being addressed.



District councils, committees and teams will provide ongoing feedback to t
he RttT strategies being implemented.



District representatives will build awareness with community organizations on the RttT strategies.



The Superintendent Advisory groups will provide feedback on RttT implementation.


Possible Risks:

1.

RttT

funding
is not enough
to
fully
support RttT strategies
. To

mitig
ate this,

coordinating district budgets and actively searching

for additional funding
sources will need to occur.

2.

Limit district c
apacity to provide on
-
going differentiated professional development
around multiple RttT strategies
. This

will be mitigated through the
development of a comprehensive professional development plan and identification of internal and external support structures.

7


3.

Identifying and using
value
-
added and student
growth measures
that all parties agree upon

in teacher evaluations
. This

will be mitigated through
research and data to determine the validity of using value
-
added data to evaluate teachers and revise the evaluation accordingly.

4.

The evaluation instrument is ineffectively
used or not used as a professional growth tool to support teachers and principals along their career pathway.
Communicating and continuing to work in a cooperative and collaborative manner to implement the evaluation process as a growt
h experience will
mi
tigate this
.

5.

Under
-
a
nticipa
ting enrollment and student
need
s

will be mitigated by analyzing district growth trends to more accurately predict future needs.

6.

Continuity in the resident educator program is difficult with frequent changes among lead mentors/te
acher leaders. To mitigate this a cyclical succession
plan is implemented so that only a portion of the lead mentors/teacher leaders change in any given academic year.

7.

Supporting increasing funding costs necessary to implement a quality four
-

year resident

educator program that ensures effective training of mentors,
compensation, and staffing in a growing district. To mitigate this a staffing and funding analysis will need to be done to de
termine the most efficient way
to meet the programs goals.






Transformation Team and Transparent Communication

Commitments:



LEAs commit to creating a local Race to the Top Transformation Team

• LEAs commit to developing a strategy of transparent communication to include, at a minimum, a monthly update in
public to the local Board of
Education



Goals:

1.

The Dublin City Schools Transformation Team will develop, write, implem
ent, monitor, and revise the Rtt
T plan.

2.

The Transformation Team will report to the Dubli
n Board Of Education on the progress of the RttT plan.


Key Personnel: [List Transformation Team members and roles]

Administrators:

Dr. David Axner,
Superintendent

Eydie Schilling, Executive Director of Learning & Teaching

Janet Gillig,

Executive Director of Pupil Services


Casey Cosgray
, Director of Elementary Education

8


Jamie Meade, Director of Data and Assessment


Educators:
Kevin Griffin,
Dublin Education Association President

Chad Reeves,
Middle School Language Arts

Tracey Guerin, 2
nd

Grade

Donna O’Connor, High School Special Education

P慴ay⁎祱 楳iⰠH汥m敮瑡特 呥慣a敲n⁓ e捩慬⁁獳楧nm敮e⁦ r⁓捨 o氠lmp牯vem敮e


Budget:

$3,692

Substitute Costs

Transformation Team meetings


LEA

S
COPE OF
W
ORK
A
CTIVITIES

LEA

A
NNUAL
P
ERFORMANCE
M
EASURE
T
ARGETS


S
CHOOL
Y
EARS
1
-
4:

2010
-
2014

[S
UGGESTED
A
CTIVITIES
]




Form a local Race to the Top Transformation Team with at least half of the team members being teachers



Ensure that team members provide oversight for local RttT efforts



Evaluate the work of the team to determine if the team is fulfilling its purpose during years 2, 3 and 4



Develop and implement a comprehensive RttT communication plan



Communicate to the community progress made toward meeting district RttT commitment
s



Provide an update on the progress of the RttT Scope of Work to the local board of education monthly with joint presentations
by the superintendent
and union president


S
CHOOL
Y
EARS
1
-
4:

2010
-
2014

[LEA

S
COPE OF
W
ORK
A
CTIVITIES
]

1.

The Transformation
Team wi
ll provide oversight for the Rtt
T efforts.

9


2.

The Transformation Team will evaluate the work being done to determine if the team is fulfilling its purpose during years 2,
3 and 4.

3.

The Transformation Team will develop a
nd implement a comprehensive Rtt
T
communication plan.

4.

The Transformation Team will regularly update the B
oard of
E
ducation

regarding

progress
on RttT strategies.


S
CHOOL
Y
EARS
1
-
4:

2010
-
2014

[LEA

A
NNUAL
P
ERFORMANCE
M
EASURE
T
ARGETS
]

1.

The T
ransformation
T
eam

will document all meetings and communications to the various stakeholders.







10


Assurance Area B: Standards and Assessments

S
TATE
P
LAN
S
ECTION
:

(B)

(3)

S
UPPORTING THE TRANSITION TO ENHANCED STANDARDS AND HIGH
-
QUALITY ASSESSMENTS

Commitments:

4.

LEAs
commit to participating in professional development on the new academic content standards and will contribute teacher and pri
ncipal time to
participate

5.

LEAs commit to revising existing local curricula in order to align with new state standards


Goals:

1.

By 2014 all teachers and administrators will understand and be prepared to utilize the new standards and assessment systems.

2.

All educators will have participated in professional development on the new standards and assessment system.

3.

By 2014 the local cur
riculum will be completely aligned to the new standards and changes will communicated internally and externally.


Key Personnel:



Executive Director of Learning & Teaching



Directors of Elementary and Secondary Education



Director of Language Arts and
English Language Learning



Chairs and curriculum council members



Executive Director of Pupil Services



Pupil Services coordinators



Director of Data and Assessment



Data teams and school test coordinators



Building administrators



Technology Personnel



Budget:

$166,250

Resources and instructional materials for areas identified

Stipends for teacher committees which support the curriculum, instruction and assessment transitions

Stipends and funds for professional development during the school year and s
ummer to support teachers and administrators as they transition classroom
11


instruction



LEA

S
COPE OF
W
ORK
A
CTIVITIES

LEA

A
NNUAL
P
ERFORMANCE
M
EASURE
T
ARGETS


S
CHOOL
Y
EAR
1:

2010
-
201
1

[S
UGGESTED
A
CTIVITIES
]


4.

Become familiar with the new standards in
English language arts, mathematics, science and social studies

5.

Participate in professional development opportunities on the new standards

6.

Use the curriculum models and the crosswalk documents to begin analyzing your current curriculum for needed changes


S
CHOOL
Y
EAR
1:

2010
-
201
1

[LEA

S
COPE OF
W
ORK
A
CTIVITIES
]

1.

Central Office administrators and curriculum council chairs will participate in awareness sessions and/or professional develo
pment on the new standards.

2.

A district level team comprised of Central Of
fice administrators, principals and curriculum council members (educators representing the primary,
intermediate, middle and high school levels from each school) will utilize ODE curriculum cross
-
walk documents to identify changes necessary in the local
cu
rriculum.

3.

Building administrators will participate in awareness sessions on the new English language arts, mathematics, science and soc
ial studies standards.

4.

The district will implement a college and career readiness baseline assessment system utilizing EX
PLORE, PLAN, PSAT and onsite ACT and SAT testing.


S
CHOOL
Y
EAR

1:

2010
-
2011

[LEA

A
NNUAL
P
ERFORMANCE
M
EASURE
T
ARGETS
]

1.

By June 2011, 100% of Central Office administrators and of curriculum council chairs will participate in awareness sessions a
nd/or professional development
on the new standards.

2.

By June 2011, the district level team will complete the curriculum gap analys
is identifying curriculum strengths and areas for improvement.

3.

By June 2011, 50% of district administrators will participate in awareness sessions on the new standards.

4.

By June 2011, 80% of students in targeted grade levels will participate in EXPLORE and
PLAN assessments; 100% of targeted high school students and 20% of
8
th

grade students will participate in PSAT; 80% of targeted high school students will participate in ACT and 40% in SAT.



S
CHOOL
Y
EAR
2:

2011
-
2012

[S
UGGESTED
A
CTIVITIES
]


7.

Ensure all
educators are familiar with the new standards in English language arts, mathematics, science and social studies

8.

Participate in professional development on the standards, associated curriculum models and new assessments

9.

Conduct curriculum crosswalk activiti
es in English language arts, mathematics, science and social studies at the district and building level to determine
what changes are needed in local curricula

12


10.

Participate in professional development and/or pilot project opportunities on formative assessme
nts and performance
-
based assessments

11.

If selected by ODE, participate in field testing items for the expanded Kindergarten Readiness
A
ssessment


S
CHOOL
Y
EAR
2:

2011
-
2012

[LEA

S
COPE OF
W
ORK
A
CTIVITIES
]

1.

Utilize District Professional Development
opportunities to introduce the new standards and expected transition timeline to educators.

2.

Curriculum council members and building administrators will develop a multi
-
year building professional development plan for educators to become familiar
with the ne
w English language arts, mathematics, science and social studies standards.

3.

Central Office administrators, curriculum council chairs, select school test coordinators and select technology staff will pa
rticipate in awareness sessions
and/or professional dev
elopment on the state’s new model curriculum.



A district level team comprised of Central Office administrators, principals and curriculum council members (educators repres
enting the primary,
intermediate, middle and high school levels from each school) wil
l utilize ODE curriculum cross
-
walk documents to identify changes in college and career
readiness expectations.

5.

Curriculum revisions by council members will continue in core areas and feedback from educators will be sought though the dev
elopment process.

6.

S
elect curriculum council and data team members will participate in state sponsored awareness and/or professional development
opportunities on the use
of formative and performance
-
based assessments.

7.

The district will administer college/career readiness asse
ssments utilizing EXPLORE, PLAN, PSAT and onsite ACT and SAT testing.

8.

District professional development plans will indicate alignment to Ohio Professional Development Standards and RttT goals.



S
CHOOL
Y
EAR
2:

2011
-
2012

[LEA

A
NNUAL
P
ERFORMANCE
M
EASURE
T
ARGETS
]

1.

By June 2012, 100% of English language arts, mathematics, science and social studies educators will participate in awareness
sessions about the new
standards and transition timeline.

2.

By June 2012, 100% of Central Office administrators, curriculum council chairs, select school test coordinators and select te
chnology staff will participate in
awareness sessions and/or professional development on the state’s model curriculum.



By May 2012
, the district level team will complete the college and career readiness expectation analysis.

4.

By June 2012, 100% of district administrators will participate in awareness sessions on the model curriculum.

5.

District participation in state sponsored awarenes
s sessions and/or professional development on the use of formative and performance
-
based assessment.

6.

By August 2012, drafts of new graded courses of study in English language arts, mathematics, science and social studies will
be completed.

7.

By June 2012, 90
% of students in targeted grade levels will participate in EXPLORE and PLAN assessments; 100% of targeted high school student
s and 30% of
8
th

grade students will participate in PSAT; 82% of targeted high school students will participate in ACT and 42% in S
AT.





S
CHOOL
Y
EAR
3:

2012
-
2013

[S
UGGESTED
A
CTIVITIES
]


12.

Revise local curricula to align with new standards in English language arts, mathematics, science and social studies

13


13.

Participate in professional development on curriculum supports and
instructional resources developed by the state through regional peer review
process

14.

Participate in training and pilot opportunities on formative assessments and performance
-
based assessments

15.

Participate in professional development opportunities and online
training for the new state assessments

16.

If selected by ODE, participate in field testing items for the expanded Kindergarten Readiness
A
ssessment

17.

Ensure all kindergarten teachers participate in training on the administration of the expanded Kindergarten
Readiness Assessment


S
CHOOL
Y
EAR
3:

2012
-
2013

[LEA

S
COPE OF
W
ORK
A
CTIVITIES
]

1.

Utilize District Professional Development opportunities to introduce the new model curriculum and related state developed sup
ports/resources.

2.

Educators will have the opportunity to participate in a variety of job embedded professional development opportunities and su
mmer academies to
collaborate around curriculum changes at their grade level/subject area, the model curriculum, district and state

instructional resources.

3.

New Graded Courses of Study will be finalized and a communication plan for internal and external stakeholders developed and i
mplemented.

4.

Curriculum council members and building administrators will develop a building professional
development plan for educators to become familiar with the
new English language arts, mathematics, science and social studies graded courses of study.

5.

School Test Coordinators from each building and select technology staff will participate in professional
development opportunities around the new state
online assessments and develop a training plan for the district.

6.

Kindergarten and Early Literacy Initiative program teachers would be trained on the new expanded Kindergarten Readiness Asses
sment.

7.

Select cu
rriculum council members, data team members and technology staff who participated in state sponsored professional development

opportunities
on formative and performance
-
based assessments will provide professional development to the remaining council member
s.

8.

The district will administer college/career readiness assessments utilizing EXPLORE, PLAN, PSAT and onsite ACT and SAT testin
g.

9.

District professional development plans will indicate alignment to Ohio Professional Development Standards and RttT goals.



S
CHOOL
Y
EAR
3:

2012
-
2013

[LEA

A
NNUAL
P
ERFORMANCE
M
EASURE
T
ARGETS
]

1.

By June 2013, 100% of educators will participate in awareness sessions around standards, model curriculum and related instruc
tional resources.

2.

By June 2013, 100% of English language
arts, mathematics, science and social studies educators will participate in professional development around new
standards and model curriculum.

3.

By June 2013, 100% of English language arts, mathematics, science and social studies educators will participate
in awareness sessions around new graded
courses of study.

4.

By June 2013, 100% of school test coordinators will be trained on the new online assessment system and each building will hav
e a building training plan.

5.

By June 2013, 100% of Kindergarten and Early
Literacy Initiative program teachers will be trained on the administration of the new expanded Kindergarten
Readiness Assessment.

6.

By August 2013, 100% of curriculum council members will participate in district awareness sessions and /or professional deve
l
opment on formative and
performance
-
based assessments.

7.

By June 2013, 95% of students in targeted grade levels will participate in EXPLORE and PLAN assessments; 100% of targeted hig
h school students and 35% of
8
th

grade students will participate in PSAT; 84
% of targeted high school students will participate in ACT and 44% in SAT.


14




S
CHOOL
Y
EAR
4:

2013
-
2014

[S
UGGESTED
A
CTIVITIES
]


18.

Ensure all local curricula are aligned with new standards in English language arts, mathematics, science, and social studies

19.

Ensure all teachers are teaching to the new standards and revised local curricula

20.

Integrate formative assessments and performance tasks into course activities

21.

Participate in professional development and online training for the new state assessments

22.

Partici
pate in professional development on formative assessment strategies and performance tasks

23.

Ensure students engage in online practice testing for the new state assessments

24.

Ensure all kindergarten teachers administer the expanded Kindergarten Readiness Assess
ment



S
CHOOL
Y
EAR
4:

2013
-
2014

[LEA

S
COPE OF
W
ORK
A
CTIVITIES
]

1.

Utilize District Professional Development opportunities to introduce the state’s assessment system and state developed suppor
t猯r敳潵牣敳r



New Graded Courses of Study will be presented to
the Board of Education for adoption.

3.

Continue to implement the communication plan for internal and external stakeholders regarding curriculum changes.

4.

Educators will have the opportunity to participate in a variety of professional development opportunities

including a summer academies to collaborate
around curriculum changes at their grade level/subject area, the model curriculum, district instructional resources and the s
tate assessment system.

5.

Teachers of English language arts, mathematics, science and s
ocial studies will use the new standards to prepare for transitions of content and instructional
resources.

6.

Teachers who will be giving the online assessments in 2014
-
2015 will participate in professional development on how to administer the assessment.

7.

Sc
hool Test Coordinators will create and implement a plan for all students who will be taking the online assessments in 2014
-
2015 to participate in practice
testing opportunities.

8.

Kindergarten and Extended Literacy Initiative teachers will administer the
expanded kindergarten assessment.

9.

The district will administer college/career readiness assessments utilizing EXPLORE, PLAN, PSAT and onsite ACT and SAT testin
g.

10.

District professional development will align to Ohio Standards for Professional Development an
d support RttT goals.


S
CHOOL
Y
EAR
4:

2013
-
2014

[LEA

A
NNUAL
P
ERFORMANCE
M
EASURE
T
ARGETS
]

1.

By fall 2013, 100% of educators will participate in awareness sessions around the state assessment system.


2.

By July 2014, the Board of Education will have adopted

new graded courses of study in English language arts, mathematics, science and social studies.

3.

By June 2014, 100% of English language arts, mathematics, science and social studies educators will participate in profession
al development around the
states as
sessment system.

4.

By fall 2013, 100% of English language arts, mathematics, science and social studies teachers will have a plan for the transi
tion of resources and content in
their classrooms.

5.

By August 2014, 100% teachers who will be giving the online ass
essments will participate in professional development on how to administer the assessment.

6.

By September 2014, 100% of students expected to take online assessments will have add the opportunity to participate in a pra
ctice test.

7.

By fall 2013, 100% of Kinder
garten and Early Literacy Initiative program teachers will administer the new expanded Kindergarten Readiness Assessment.

15


8.

By June 2014, 100% of students in targeted grade levels will participate in EXPLORE and PLAN assessments; 100% of targeted hi
gh school

students and 40%
of 8
th

grade students will participate in PSAT; 86% of targeted high school students will participate in ACT and 44% in SAT.





16


Assurance Area C: Using Data to Improve Instruction

S
TATE
P
LAN
S
ECTION
:

(C)

(3)

U
SING
D
ATA TO
I
MPROVE
I
NSTRUCTION

Commitments:

25.

LEAs with a functioning instructional improvement system (as defined by Race to the Top) commit to its active use at the clas
sroom level

26.

LEAs without an instructional improvement system (as defined by Race to the Top) commit to

adopt a qualifying system

27.

LEAs commit to implementing a formative assessment program; LEAs without a current formative assessment program commit to
collaboratively developing and implementing such a program with the state and other participating districts

28.

LEAs commit to making ins
tructional improvement system data available to researchers, consistent with the state’s broader research agenda

29.

LEAs commit to partnering
with institutions of higher education to evaluate and implement innovative education models



Goals:

1.

Dublin City

Schools will monitor, evaluate, and support teachers’ active use of the IIS to improve student achievement and progress throu
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景牭慴楶攠慳a敳em敮e⁤慴 .


Key Personnel:



Dublin City Schools has identified a District Data Team (DDT), consisting of representatives from each school. The DDT meets

on a regular basis throughout
the school year to ensure the district’s goals for using data are systemically implemented and monit
o牥搮 ⁔U攠MM吠memb敲猠m敥琠牥ru污l汹l睩瑨w慮
楤敮瑩晩敤⁓捨oo氠M慴a⁔敡m
SM吩⸠⁔U攠SMT⁣on獩獴猠o映f⁡摤楴楯n慬⁳ 慦映m敭b敲猠晲om⁥慣a 獣桯o氮†周楳To牧慮楺敤Ⱐ獹獴smi
c⁤慴愠 e慭⁳瑲畣瑵te⁥n慢汥猠
瑨攠摩獴物t琠to⁥獴慢s楳iⰠmon楴i爬r敶慬a慴攠慮T⁳異por
t⁴U攠ongo楮g⁵獥f⁤慴愮†



School Principals




D
irector of Data and Assessment



Instructional Support Teachers



Technology Support Teachers




Curriculum Councils




Department Chairs



School Test Coordinators


Budget:

$284,190

IIS for Dublin City Schools


Key personnel stipends

17


Key personnel sub costs

Professional Development Materials


LEA

S
COPE OF
W
ORK
A
CTIVITIES

LEA

A
NNUAL
P
ERFORMANCE
M
EASURE
T
ARGETS


S
CHOOL
Y
EAR
1:

2010
-
2011

[S
UGGESTED
A
CTIVITIES
]


• Determine whether the LEA has an Instructional Improvement System that meets the definition established by the USDoE

• (For LEAs with a qualifying Instructional Improvement System) Ensure that teachers are using the Instructional Improvement
System regu
larly

• Participate in sessions to assist the state in establishing system requirements for an Instructional Improvement System tha
t meets RttT criteria

• Participate in the teacher
-
student data link process to ensure accuracy of value
-
added data

• Part
icipate in professional development on the use of formative assessments

• Establish partnership(s) with institution(s) of higher education to implement and/or evaluate innovative education models;
in the event higher education
institutions are not availab
le for this purpose, establish partnerships with business or community organizations

30.

Cooperate with research/evaluation initiatives as requested


S
CHOOL
Y
EAR
1:

2010
-
2011

[LEA

S
COPE OF
W
ORK
A
CTIVITIES
]

1.

The district and school data team members will evaluate the district’s existing IIS with ODE tool to determine if the system
me整猠瑨攠e獴慢s楳i敤⁣物e敲楡⁦o爠
瑨攠䥉t⸠.



Through the structure of the school and district data team with assistance from the t
echnology support staff, the district will
asses and
increase
active and
regular
teacher use of the district’s existing IIS
a琠瑨t 捬慳獲com v敬
瑯⁵瑩汩z攠T慴愠ao⁩mp牯v攠楮s瑲畣瑩on⁩n⁡汬⁣ nt敮eI獵s橥jt⁡牥慳 †



Select technology staff members and da
ta team teacher representatives will participate in teacher
-
student data link process.

4.

Select curriculum council members and data team members will participate in the state sponsored awareness sessions on the use

of formative assessments.

5.

The district will

plan for continued professional development on the use of

classroom
-
level
formative assessments based upon identified needs.

6.

The district will have cooperated with research/evaluation initiatives as requested and appropriate.


S
CHOOL
Y
EAR
1:

2010
-
2011

[LEA

A
NNUAL
P
ERFORMANCE
M
EASURE
T
ARGETS
]

1.

By June of 2011, the district will have completed ODEs tool to evaluate the existing IIS.

2.

By June of 2011, 100% of schools will have formative assessment data on the existing IIS.

3.

District participation in ODEs tea
cher
-
student data link process.

4.

District participation in state sponsored awareness sessions on the use of formative assessments.

5.

By June 2011, at least 75% of teachers will have completed local survey on the use of
classroom
-
level
formative assessment and

their professional
development needs.

6.

The district will have cooperated with research/evaluation initiatives as requested and appropriate.

18




S
CHOOL
Y
EAR
2:

2011
-
2012

[S
UGGESTED
A
CTIVITIES
]


31.

(For LEAs that will adopt the state Instructional Improvement System) Attend professional development on the Instructional Im
provement
System

• (For LEAs with a qualifying Instructional Improvement System) Ensure that teachers actively and regularly use the Instruct
ional Improvement
System at the classroom level

• Participate in professional development on formative assessments

• Evaluate e
xisting district and/or building formative assessment programs to identify strengths and areas that require improvements

• Work collaboratively with the state and/or other participating districts to develop or strengthen the formative assessment

program


• Participate in formative assessment pilot opportunities, if selected for the pilot program


S
CHOOL
Y
EAR
2:

2011
-
2012

[LEA

S
COPE OF
W
ORK
A
CTIVITIES
]

1.

If the district adopts the state IIS, select curriculum council members and data team members will
attend professional development on the state’s IIS.
And/or, through the data team and technology department staff, provide continued professional development on the district’s e
硩x瑩tg⁉䥓.



Through the structure of the school and district data team with as
sistance from the technology support staff, the district will continue to assess and increase
active and regular teacher use of the district’s existing IIS at the classroom level to utilize data to improve instruction i
n⁡汬⁣on瑥nt 獵b橥j琠慲敡献e



Select

curriculum council members and data team members will participate in state’s professional development on formative assessment




The district will implement professional development for all teachers on formative assessment based upon identified needs.

5.

The
district will work collaboratively with the state and other participating districts to fully implement and refine effective f
ormative assessments at the
classroom
-
level.

6.

The district will cooperate with research/evaluation initiatives as requested and appr
opriate.


S
CHOOL
Y
EAR
2:

2011
-
2012

[LEA

A
NNUAL
P
ERFORMANCE
M
EASURE
T
ARGETS
]

1.

District participation in state sponsored professional development on the state’s IIS. And/or 100% of teachers receive profe
獳son慬⁤eve汯pm敮琠on⁴Ue⁵獥
o映fUe⁌䕁猠䥉s.



By
June of 2012, 100% of schools and 50% of teachers will have classroom
-
level formative assessment data on the existing IIS.

3.

District participation in state sponsored professional development on formative assessments.

4.

By June 2012, 75% of classroom teachers
will have participated in district’s formative assessment professional development based upon identified needs.



District participation in collaborative opportunities with state and other participating districts on refining the district’s

form慴av攠a獳敳sme
nt⁵獥



The district will have cooperated with research /evaluation initiatives as requested and appropriate.



S
CHOOL
Y
EAR
3:

2012
-
2013

[S
UGGESTED
A
CTIVITIES
]




(For LEAs adopting the state Instructional Improvement System) Participate in acceptance testing of the Instructional Improve
ment System

19


• (For LEAs adopting the state Instructional Improvement System) Participate in professional development on the Inst
ructional Improvement System

• Ensure that teachers actively use the Instructional Improvement System at the classroom level

• Complete face
-
to
-
face and online professional development modules focused on content
-
specific formative assessments

• Evaluat
e existing district and building formative assessment programs and address areas in need of improvement

• Work collaboratively with the state or other participating districts to fully implement an effective formative assessment p
rogram

• Participate in
professional development on new state assessments


S
CHOOL
Y
EAR
3:

2012
-
2013

[LEA

S
COPE OF
W
ORK
A
CTIVITIES
]

1.

If adopted, select data team members and technology department staff members will participate in the state’s professional dev
敬opm敮琠en⁴U攠䥉匮†䅮TIor
provide continued professional development on the regular, active use of the district’s IIS.



Through

the teacher evaluation process and surveys, the district will assess and monitor the active and regular use of the IIS at the

classroom
-
level and
identify professional development needs.

3.

Select curriculum council teachers and data tea
m teachers will compl
ete ODEs professional development

modules on content
-
specific formative
assessments.

4.

The district will continue to provide ongoing
professional development

for all teachers on
classroom
-
level formative assessment development and use

based
upon identified
teacher needs.

5.

The district will work collaboratively with the state and other participating districts to fully implement
and refine
effective formative assessments at the
classroom level.

6.

School test coordinators and select technology staff members will

participate in professional development on new state assessments.

7.

The district will cooperate with research/evaluation initiatives as requested and appropriate.


S
CHOOL
Y
EAR
3:

2012
-
2013

[LEA

A
NNUAL
P
ERFORMANCE
M
EASURE
T
ARG
E
TS
]

1.

District participation in the state’s
p牯f敳獩on慬⁤ev敬opm敮e

on⁴U攠䥉匮†䅮TIo爠1
00┠of⁴e慣a敲猠p慲瑩捩t慴a⁩渠 牯晥f獩sn慬⁤敶敬epment

on⁴U攠u獥f⁌䕁E
䥉匮



By June 2013, the district will have completed the teacher evaluation process for select tea
chers; and, 75% of all other teachers surveyed
to assess and
monitor the active and regular use of the IIS and to identify professional development needs.

3.

Completion of ODEs
professional development

modules on content
-
specific formative assessments.

4.

By
June 2013, 75% of teac
hers will have participated in formative assessment professional development and will have implemented active and regular use

of
formative assessments at the classroom
-
level.

5.

District participation in collaborative opportunities with
state and other participating districts on
refining the district’s
form慴av攠a獳敳sm敮e⁵獥



By June of 2013, 75% of test coordinators and select technology staff members will have participated in professional developm
ent on new state
assessments.

7.

The dist
rict will have cooperated with research/evaluation initiatives as requested and appropriate.



S
CHOOL
Y
EAR
4:

2013
-
2014

[S
UGGESTED
A
CTIVITIES
]


20


32.

Assess the use of the Instructional Improvement System at the classroom level and continue to deepen the
focus on data
-
based instruction

33.

Ensure all teachers have completed face
-
to
-
face and online professional development modules on content
-
specific formative assessments

34.

Fully implement a formative assessment program (developed locally or collaboratively with
the state or other participating districts) aligned with
the district’s curricula and course planning

35.

Participate in professional development on the implementation of new state assessments



S
CHOOL
Y
EAR
4:

2013
-
2014

[LEA

S
COPE OF
W
ORK
A
CTIVITIES
]

1.

If
adopted, select data team members and technology department staff members will participate in the state’s professional develo
pm敮琠en⁴U攠䥉匮⁁ TIo爠
provide continued professional development on the regular, active use of the district’s IIS.



The district
will continue to monitor and
assess

the active
and regular
use of the IIS at the classroom level.

3.

Classroom teachers will participate in ODEs
professional development

modules, and/or locally developed
professional development

on content specific
formative assessments.

4.

The district will fully implement formative assessments aligned with the district’s curricula and course planning in all clas
獲som献



The district will work collaboratively with the state and other participating d
istricts to fully implement and refine effective formative assessments at the
classroom
-
level.

6.

School and district test coordinators and technology support staff will participate in professional development on the implem
entation of new state
assessments.

7.

The district will cooperate with research/evaluation initiatives as requested and appropriate.


S
CHOOL
Y
EAR
4:

2013
-
2014

[LEA

A
NNUAL
P
ERFORMANCE
M
EASURE
T
ARGETS
]

1.

District participation in the state’s professional development on the IIS. And/or 100% of

瑥慣a敲猠p慲瑩捩t慴a⁩渠 牯晥f獩sn慬⁤敶敬epmen琠on⁴U攠u獥f⁌䕁E
䥉匮



By June 2014, 100% of teachers will demonstrate active
and regular
use of the IIS in their classrooms.

3.

By June 2014, 100% of teachers will participate in ODEs
professional developmen
t

modules and/or loc
ally developed professional development

on formative
assessment use.

4.

By June 2014, 100% of teachers will regularly utilize formative assessments at the classroom level.

5.

District participation in collaborative opportunities with state an
d other participating districts on refining the district’s formative assessment use.



By June 2014, 100% of test coordinators and select technology staff will participate in professional development on the imple
mentation of new state
assessments.

7.

The distri
ct will have cooperated with research/evaluation initiatives as requested and appropriate.





21


Assurance Area D: Great Teachers and Leaders

Commitments:

Measure Student Growth


36.

LEAs commit to implementing the student
-
level value
-
added program consistent with the program conducted by Battelle for Kids. This includes
supporting professional development and the distribution of value
-
added reports on an annual basis to all eligible
teachers and administrators.

37.

LEAs commit to identify measures of student growth for grades and subjects that do not receive value
-
added reports


Evaluation Systems


38.

LEAs commit to adopting comprehensive evaluation systems and definitions of effective a
nd highly effective teachers and principals which
encompass multiple measures including student growth as one of multiple significant factors, and which are aligned with crite
ria established by the
state. Recognizing the complexities of implementing new e
valuation systems in a collective bargaining state, LEAs commit to designing revised
evaluation systems, implementing pilots, and providing training, with full implementation within four years

39.

LEAs commit to annual evaluations of all teachers and principa
ls within a comprehensive performance assessment system that includes
standards
-
based observation, measures of student growth, and other varied evaluations formats aligned with state criteria

40.

LEAs commit to using data and results from the evaluation syste
m in the planning of district professional development programs and in the
decision
-
making process for budget development (building and district)

41.

LEAs commit to using evaluation results in promotion and retention decisions. LEAs commit to implement the Te
acher Residency program with
Lead Teacher(s) as specified in House Bill 1

42.

LEAs commit to including evaluation results as a significant input into tenure decisions

43.

LEAs commit to employing evaluation results as a significant input to removal decisions and will commit to not allowing persi
stently low
-
performing teachers and principals to remain once they've been provided with ample opportunities and support to improve



Equitable Distribution of Effective Teachers and Principals


44.

LEAs commit to collaboratively creating and implementing a plan that provides innovative strategies for placing highly effect
ive teachers in high
-
poverty and high
-
minority schools, including

strategies such as additional compensation, creating professional learning communities, placing teams of
effective teachers in such schools, and distributive leadership models. (Placement of teachers in such schools will not be ba
sed solely on seniority.)

45.

LEAs will implement recruitment and professional development strategies to increase the pool of effective teachers available
in the LEA for hard
-
to
-
staff subjects and specialty areas including mathematics, science, special education, English language lear
ner programs; and teaching in other areas
as identified by the LEA.


Effective Support to Teachers and Principals

46.

LEAs commit to implementing the residency program as specified in House Bill 1 with additional, intensive supports for new te
achers in the
lowest
-
performing schools.

22


47.

LEAs commit to using the state’s professional development standards when designing and im
plementing professional development.

48.

LEAs commit to using the state’s professional development standards when evaluating the effectiveness of professional develop
ment.


Goals:

(Insert goals for each of the four Assurance Area D sub
-
categories: Measure
Student Growth; Evaluation Systems; Equitable Distribution of
Effective Teachers and Principals; and Effective Supports to Teachers and Principals)

Area D: Great Teachers and Leaders
-

Measures Student Growth

1.

All eligible teachers and principals within
Dublin City Schools will access and effectively utilize value
-
added student
-
level reports. Classroom teachers who
do not receive value
-
added reports will identify and/or develop, and utilize measures of student growth.


Area D: Great Teachers and Leaders
-

Evaluation Systems

1.

The evaluation systems for teachers and principals will support and provide professional growth opportunities, which will lea
d to distinguished performance
levels.

2.

Teachers will receive additional compensation for taking on additional
responsibilities.


Area D: Great Teachers and Leaders


䕱E楴慢汥lM楳瑲楢u瑩tn o映䕦晥捴cv攠呥慣ae牳r慮T⁐物r捩c慬a



Create and implement a plan to place highly effective teachers in district identified high
-
poverty and high
-
minority schools.

2.

Recruit and hi
re effective teachers for hard
-
to
-
staff subjects and specialty areas as identified in our needs assessment


Area D: Great Teachers and Leaders


䕦晥E瑩t攠卵ppor瑳tto⁔敡捨敲e⁡湤⁐物r捩ca汳



To implement a Resident Educator Program as designed by the Ohio
Department of Education that meets the components specified in HB 1.

2.

Use the state’s professional development standards when planning and evaluating all district professional growth opportunitie
献s




Key Personnel:



District Data Team



School Data Teams



Principals



Director of Data and Assessment

23




Instructional Support Teachers



Technology Support Teachers



EMIS Coordinator



Curriculum Councils



Learning and Teaching Department



Human Resources Department



Building Principals



Pupil Services Department



Evaluation Committee



Office of Diversity and Equity



Family and Civic Engagement Team



Diversity and Equity Task Force



Bilingual staff



Local Professional Development Committee



Leadership Academy



Dublin’s Chamber of Commerce: Leadership Dublin



Colleges and
Universities (Teacher Education Programs)



Administrator Organizations



Lead Mentors/Teacher Leaders.



Resident Educator Committee



Budget:

$87,111

Area D: Great Teachers and Leaders
-

Measures Student Growth

District and School Data Team Stipends and estimated substitute costs

District Curriculum Council Stipends and estimated substitute costs


Area D: Great Teachers and Leaders
-

Evaluation Systems

Curriculum Council Stipends

24


Sub Costs for Evaluation Commi
ttee

Professional Development Costs


Area D: Great Teachers and Leaders


䕱E楴慢汥lM楳瑲楢u瑩tn o映䕦晥捴cv攠呥慣ae牳r慮T⁐物r捩c慬a

䕳E業a瑥T 捯s琠o映牥捲c楴i敮e

䕳E業a瑥T 捯
s琠o映f牯f敳獩en慬⁄ev敬opm敮e


䅲敡eMJ⁇ 敡e 呥慣a敲猠慮T⁌敡摥e猠


䕦晥E瑩te

卵ppor瑳tto⁔敡捨敲e⁡湤⁐物r捩ca汳

䍯mp敮獡瑩on⁦o爠剥獩s敮e⁅Tu捡瑯r⁃omm楴瑥e⁡湤⁌敡搠e敮瑯r猯L敡搠呥慣a敲猠

䍯mp敮獡瑩on⁦o爠r敮eo牳

呲慩T楮g⁡湤⁳畢獴楴畴s⁴敡捨敲猠co爠M敮eo牳⁴o⁰慲瑩t楰慴a⁩渠 M䔠pro晥f獩sn慬⁤敶敬opm敮琠e敲emoTu汥




LEA

S
COPE OF
W
ORK
A
CTIVITIES

LEA

A
NNUAL
P
ERFORMANCE
M
EASURE
T
ARGETS


S
CHOOL
Y
EAR
1:

2010
-
2011

[S
UGGESTED
A
CTIVITIES
]

Measure Student Growth


49.

Examine current district and school practices related to the use of value
-
added data

50.

Attend professional development training sessions on the use of value
-
added data

51.

Utilize teacher
-
student linkage tools to ensure the accuracy and quality of value
-
added data

52.

Distribute and utilize annual value
-
added reports for principals and teachers wi
th tested grades


Evaluation Systems


53.

Establish district project teams to work on the design of teacher and principal evaluation systems that include annual evalua
tions, the use of
25


student growth measures as one of multiple significant factors, and other state and federal criteria

54.

Attend training sessions and use gap analysis tools to determine the degree of alignment of current teacher and principal eva
luation systems to
state mode
ls and federal criteria


Equitable Distribution of Effective Teachers and Principals


55.

Conduct a needs assessment to determine whether there are
inequities

in the assignment of educators to high
-
poverty and high
-
minority schools

56.

Conduct a needs
assessment to determine the district’s hard
-
to
-
staff subject and specialty areas and report those data to the state through the
Web
-
based Recruitment System

57.

Participate in professional development on best
-
in
-
class recruitment and retention strategies and t
ools

58.

Build a high
-
quality applicant pool by establishing partnerships with teacher education programs and institutions

59.

Review current hiring processes and interview protocols to determine if the district should use standards
-
based interview protocols (such

as the
Haberman and/or Gallup interview protocols)


Effective Support to Teachers and Principals


60.

Attend information sessions and utilize state guidelines to establish conditions necessary for the full implementation of the

Teacher Residency
program for

all new teachers in the fall of 2011

61.

For schools designated as persistently low
-
achieving, provide co
-
teaching support for new teachers

62.

Send lead teachers and mentors to required Teacher Residency program training and credentialing provided by state lead
trainers

63.

Assess current professional development to determine if it meets state professional development standards

64.

Develop a professional development plan to support local Race to the Top strategies


S
CHOOL
Y
EAR
1:

2010
-
2011

[LEA

S
COPE OF
W
ORK
A
CTIVITIES
]

Measure Student Growth

1.

The district and school data teams will evaluate district and school practices related to the use of value added data through

administrator surveys and value
added usage reports.

2.

Select data team members will attend
state and regional
-
level professional development training sessions on the use of value
-
added data.

3.

The district will utilize teacher
-
student linkage tools to ensure the accuracy and quality of value
-
added data.

4.

The district will continue to ensure eligibl
e teachers and principals access and utilize annual value
-
added reports.


Evaluation Systems

1.

Continue to implement the district’s current plan for highly effective teachers to receive additional compensation through st
楰敮e猠so爠慤T楴楯n慬敡a敲獨sp
牥獰rn獩s楬楴楥献



Continue professional development for teachers and principals on the use of the evaluation instruments.

3.

The evaluation committee will determine a meeting schedule.

4.

The evaluation committee will review the current evaluation instruments an
d processes for teachers and principals to continue to ensure alignment to the
26


Ohio’s teacher and principal standards, to continue to include self
-
牥晬散eion猬⁡nT⁣on瑩tu攠瑯⁢攠u獥搠慳a愠a敡湳eo映灲潦敳獩on慬⁧ro睴U⸠



The evaluation committee will examin
e the Educator Standards Board’s recommendations for methods of incorporating a variety of student growth
m敡獵e敳e楮to⁴U攠ev慬a慴aon⁰牯捥cs敳e



Dublin City School District will begin to collect data on teacher evaluations.

7.

Dublin City School District wil
l continue to use evaluation results when making tenure decisions.

8.

Dublin City School District will continue to use evaluation results when making decisions regarding the removal of persistent
ly low
-
performing teachers and
principals once they have been pr
ovided with ample opportunities and support to improve.


Equitable Distribution of Effective Teachers and Principals

1.

Conduct a needs assessment to determine any inequities in the assignment of teachers and principals to district identified hi
gh
-
poverty
and high
-
minority
schools.

2.

Conduct a needs assessment to identify the district’s hard
-

-
獴慦映獵s橥jt⁡湤⁳p散楡汴e⁡牥慳⁡湤⁲ po牴rtUo獥s瑯⁴U攠s瑡t攮



Conduct a professional development needs assessment in order to identify strategies to increase the po
ol of effective teachers and principals. Attend best
-
in
-
class recruitment and retention strategies professional development offered by ODE.

4.

Build high
-
quality applicant pool by examining value added ratings for colleges and universities or teacher instit
utions in Ohio, and building partnerships with
teacher education programs at these institutions.

5.

Review current hiring and interview protocols to determine if district should use standards based interview protocols are eff
ective.


Effective Support to
Teachers and Principals

1.

Attend information sessions utilizing state guidelines and establish conditions necessary for the full implementation of the
teacher residency program for all
new teachers in the fall of 2011.

2.

Participate in the Ohio Department of
Education Resident Educator Mentor Consortium.

3.

Ensure that all lead teachers/mentors have completed the ODE‘s training and credentialing program.



Utilize
Ohio’s Professional Development Standards

瑯 捲敡瑥⁡ comp牥桥r獩v攠pro晥獳fon慬⁤ev敬opm敮琠灬慮⁴o s
upport Dublin’s Race to the Top strategies
慮T⁩ p汥m敮e⁹敡爠rn攠of⁴U攠p污l.



Central Office administrators and principal training on the new Resident Educator program and mentor standards.

6.

The District Resident Educator Committee made up of five teachers appointed by the association president and five administrat
ors appointed by the
superintendent will meet to plan the implementation of the ODE program.


S
CHOOL
Y
EAR
1:

2010
-
2011

[LEA

A
NNU
AL
P
ERFORMANCE
M
EASURE
T
ARGETS
]

Area D: Great Teachers and Leaders
-

Measures Student Growth

School Year 1: 2010
-
2011 (LEA Annual Perfor
mance Measure Targets):

1.

By June 2011, 100% of principals will have completed value added usage surveys, and value added usage reports will be compile
d and examined to
determine levels of continued professional development support.

2.

By June 2011, select Data Team members will hav
e participated in state and regional
-
level professional development training sessions on the use of value
-
27


added data.

3.

By June 2011, 30% of eligible teachers will have utilized teacher
-
student linkage tools.

4.

By June 2011, 50% of all eligible teachers and 10
0% of all principals will have accessed and utilized value added reports.


Area D: Great Teachers and Leaders
-

Evaluation Systems

School Year 1: 2010
-
2011 (LEA Annual Perfor
mance Measure Targets):

1.

Document the evaluation committee meeting dates and meeti
ng activities through the collection of agendas.

2.

The Executive Directors of Learning & Teaching and Pupil Services along with the Chief Technology Officer will document the n
umber of teachers receiving
additional compensation for leadership responsibilitie
s.


Area D: Great Teachers and Leaders


䕱E楴慢汥lM楳瑲楢u瑩tn o映䕦晥捴cv攠呥慣ae牳r慮T⁐物r捩c慬a

卣Soo氠奥慲‱J′010
-
2011 (L䕁⁁Enu慬⁐敲
景牭慮c攠M敡獵牥⁔慲a整猩J



By June 2011, complete the analysis of all needs assessments.

2.

By June 2011, document pa
rtnerships with teacher education programs at colleges and universities.

3.

By June 2011, document the hiring and interview process.

4.

By June 2011, determine if existing interview protocols meet the needs of all specialized areas.


Area D: Great Teachers and L
eaders


䕦晥E瑩t攠卵ppor瑳tto⁔敡捨敲e⁡湤⁐物r捩ca汳

卣Soo氠奥慲‱J′010
-
2011 (L䕁⁁Enu慬⁐敲景r
m慮c攠M敡獵牥⁔慲a整猩J




By fall 2010, 100% of Resident Educators will participate in the Transition Resident Educator Program.

2.

Dublin City School’s
r数牥e敮瑡瑩e敳e睩汬⁡w瑥nT⁡汬⁒敳楤敮琠eTu捡co爠M敮eo爠ron獯牴極m me整楮g猠慮s⁰楬ot⁴U攠moT楦i敤⁦牡me睯r歳kT敶敬op敤⁢e⁴
Ue
䍯n獯r瑩tm⁢礠獵mm敲e2011.



By fall 2010, 100% of Resident Educator Mentors will be trained for the transition period mentoring p
rogram.

4.

By fall 2011, 70% of district professional development plans will meet state standards and federal guidelines.

5.

By June 2011, 100% of administrators will participate in awareness sessions on the new Resident Educator program and mentor s
tandards.

6.

B
y July 2011, Dublin City Schools will have transitioned to the state’s new Resident Educator program.




28



S
CHOOL
Y
EAR
2:

2011
-
2012

[S
UGGESTED
A
CTIVITIES
]

Measure Student Growth


65.

Attend professional development training sessions on the use of
value
-
added data

66.

Utilize teacher
-
student linkage tools to ensure the accuracy and quality of value
-
added data

67.

Distribute and utilize annual value
-
added reports for principal teachers with tested grades to inform professional development and areas of
perfor
mance improvement

68.

Identify and field
-
test other measures of student growth that can be used to supplement value
-
added growth data, such as growth in literacy
levels, grade gains on supplemental tests, end
-
of
-
course exams, and performance
-
based assessments

69.

Determine how student growth will be measured for teachers in subjects or grade levels that do not have statewide standardize
d tests


Evaluation Systems


70.

Develop comprehensive models for teacher and principal evaluations, including timelines, activities,

and personnel, with the goal of full
implementation of new evaluation system by 2013
-
14

71.

Provide training to teachers and principals on the use of the new comprehensive evaluation system

72.

Begin piloting components of the revised evaluation system and use
data to inform changes

73.

Report to ODE the state of the evaluation systems in terms of alignment to state and federal criteria

74.

Use data and results from the evaluation system in making decisions about professional development programs and budgets a
t the dist
rict and
school level

75.

Review current process for removing ineffective teachers and principals and develop plan to remove persistently low performin
g teachers and
principals

76.

Develop a plan for highly effective teachers to receive additional compensation if
they take on additional responsibilities (such as Lead Teachers)
or work in hard
-
to
-
staff or low
-
achieving schools


Equitable Distribution of Effective Teachers and Principals


77.

Develop a plan that details innovative strategies the district will use to
recruit, place, and retain highly effective teachers in high
-
poverty and
high
-
minority schools, including strategies such as additional compensation, creating professional learning communities, placing t
eams of effective
teachers in such schools, and distr
ibutive leadership models. Include factors other than or in addition to seniority.

78.

(For districts with turnaround schools) Conduct working conditions assessments and develop an action plan and strategies for
improving working
conditions

79.

Collect teacher ret
ention and attrition data and review the data to determine whether changes are needed in district policies and practices


Effective Support to Teachers and Principals


80.

Fully implement the Teacher Residency program for all new teachers

29


81.

For schools designa
ted as persistently low
-
achieving, provide co
-
teaching support for new teachers

82.

Send lead teachers and mentors to required Teacher Residency program training and credentialing provided by state lead traine
rs

83.

Use the state professional development standards

and results of teacher evaluations in planning, conducting, and evaluating professional
development

84.

Implement a comprehensive professional development plan to support local Race to the Top strategies



S
CHOOL
Y
EAR
2:

2011
-
2012

[LEA

S
COPE OF
W
ORK
A
CTIVITIES
]

Measure Student Growth

1.

Select Data Team members will attend state and regional
-
level professional development training sessions on the use of value
-
added data.

2.

The district will continue to utilize teacher
-
student linkage tools to ensure the
accuracy and quality of value
-
added data.

3.

The district will continue to ensure eligible teachers and principals access and utilize annual value
-
added reports to inform needs and areas of improvement.

4.

The district data teams, curriculum councils, and the Di
rector of Data and Assessment will provide professional development support for classroom teachers
and principals in the identification and/or development of other measures of student growth that can be used to supplement va
lue
-
added growth data (i.e.,
cla
ssroom diagnostic/baseline data, formative, interim, and summative assessment measures).

5.

The district data teams, curriculum councils, and the Director of Data and Assessment will provide professional development s
upport for teachers and
principals in the
identification and/or development of student growth measures for teachers in subjects or grade levels that do not have statew
ide
standardized tests (i.e., diagnostic, formative, interim, and summative assessment measures).


Evaluation Systems

1.

Monitor
and review the district’s plan for highly effective teachers to receive additional compensation for additional leadership res
pons楢楬楴楥献



Continue professional development for teachers and principals on the use of the evaluations.

3.

Reflect on data compile
d from the teacher evaluations.

4.

The evaluation committee will continue to examine the use of a variety of student growth measures in the evaluation process.

5.

Dublin City School District will continue to use evaluation results when making decisions regarding

the removal of persistently low
-
performing teachers and
principals once they have been provided with ample opportunities and support to improve.

6.

Dublin City Schools will begin to collect data on principal evaluations.


Equitable Distribution of Effective

Teachers and Principals

1.

Develop a district plan of innovative strategies used to recruit, place and retain highly effective teachers and principals i
n district identified high
-
poverty and
high
-
minority schools.

2.

Develop a district plan to recruit and/or t
rain teachers for hard
-
to
-
staff subject areas and specialty areas.

3.

Design a professional development plan to address identified needs of teachers and principals in hard to staff areas/building
s.

4.

Develop a plan to permanently retain Title I teachers.

5.

Main
tain, strengthen and expand existing partnerships with teacher education programs and administrator organizations.

6.

Collect teacher retention and attrition data and review the data to determine whether changes are needed in district policies

and practices.

Develop a hiring
rubric based on hard
-
to
-
staff subjects and specialty areas.


30


Effective Support to Teachers and Principals

1.

Fully implement the Teacher Residency program for all new teachers.

2.

Currently, Dublin City Schools does not have schools
designated as persistently low
-
achieving.

3.

Send lead teachers/mentors to required Teacher Residency program training and credentialing provided by state lead trainers.

4.

Use the state professional development standards and results of teacher evaluations in pl
anning, conducting, and evaluating professional development,

5.

Implement a comprehensive professional development plan to support Race to the Top strategies.

6.

Data from the evaluation of the professional development offered to support Race to the Top strategies will be collected and
analyzed in determine if
modifications to the comprehensive plan are needed.

7.

Central Office administrators and principal training
on the Resident Educator program for year two educators and the use of mentor standards in the
selection of new mentors.

8.

The District Resident Educator Committee made up of five teachers appointed by the association president and five administrat
ors appoin
ted by the
superintendent will meet to plan the implementation of the year two ODE program.


S
CHOOL
Y
EAR
2:

2011
-
2012

[LEA

A
NNUAL
P
ERFORMANCE
M
EASURE
T
ARGETS
]

Area D: Great Teachers and Leaders
-

Measures Student Growth

School Year 2: 2011
-
2012 (LEA
Annual Perfor
mance Measure Targets):

1.

By June 2012, select Data Team members will have participated in professional development training sessions on the use of val
ue
-
added data.

2.

By June 2012, 60% of eligible teachers will have utilized teacher
-
student
linkage tool.

3.

By June 2012, 75% of all eligible teachers and 100% of all principals will have accessed and utilized value added reports.

4.

By June 2012, 50% of all eligible teachers will have utilized value added measures
and
supplemental student growth meas
ures.

5.

By June 2012, 50% of all teachers that do not have value added reports will have identified/and or developed other measures o
f student growth within their
classrooms.


Area D: Great Teachers and Leaders
-

Evaluation Systems

School Year 2: 2011
-
2012 (
LEA Annual Perfor
mance Measure Targets):

1.

By June 2012, Dublin City Schools will compile a summary of the initial data collection of teacher evaluations.

2.

The Executive Directors of Learning & Teaching and Pupil Services along with the Chief Technology Offi
cer will document number of teachers receiving
additional compensation.


Area D: Great Teachers and Leaders


䕱E楴慢汥lM楳瑲楢u瑩tn o映䕦晥捴cv攠呥慣ae牳r慮T⁐物r捩c慬a

31


School Year 2: 2011
-
2012 (LEA Annual Perfor
mance Measure Targets):

1.

Evidence of
implementing district plan of innovative strategies.

2.

By June 2012, document district plan to recruit and/or train teachers for hard
-
to
-
staff subject areas and specialty areas.

3.

By June 2011, document the professional development plan.

4.

By June 2011, documen
t and expand partnerships with teacher education programs at colleges and universities and administrator organizations.


Area D: Great Teachers and Leaders


䕦晥E瑩t攠卵ppor瑳tto⁔敡捨敲e⁡湤⁐物r捩ca汳

卣Soo氠奥慲′J′011
-
2012 (L䕁⁁Enu慬⁐敲景r
m慮c攠M敡
獵s攠T慲a整猩J



By fall 2011, 100% of Resident Educators will participate in a Resident Educator Program that meets state criteria.

2.

By June 2012, 100% of Resident Educator Mentors will participate in ODE training under the new Resident Educator program mee
ting requirements for
credentialing.

3.

Document the relationship between district professional development offerings and teacher evaluation areas of need.

4.

By fall 2011, 75% of district and building professional development plans will meet state standards and

federal guidelines.

5.

By June 2012, 100% of administrators will participate in awareness sessions on the second year of the Resident Educator progr
am and the use of mentor
standards in the selection of new mentors.

6.

By July 2012, Dublin City Schools will ha
ve a plan of action for implementation of year two of the Resident Educator program.





S
CHOOL
Y
EAR
3:

2012
-
2013

[S
UGGESTED
A
CTIVITIES
]

Measure Student Growth


85.

Ensure all teachers have participated in

professional development training sessions on the use of value
-
added data

86.

Utilize teacher
-
student linkage tools to ensure the accuracy and quality of value
-
added data

87.

Distribute and utilize annual value
-
added reports for principal teachers with tested
grades to inform professional development and areas of
performance improvement

88.

Assess effectiveness of other identified measures of student growth used to supplement value
-
added data, such as growth in literacy levels, grade
gains on supplemental tests,
end
-
of
-
course exams, and performance
-
based assessments

89.

Implement student growth measures for teachers in subjects or grade levels that do
not

have statewide standardized tests


Evaluation Systems


90.

Continue training and professional development on the new

evaluation systems

32


91.

Make final adjustments to the evaluation system sin preparation for full implementation in Year 4

92.

Become familiar with the federal requirement to report aggregated effectiveness ratings for teachers to the state; provide re
quested data
to the
state

93.

Report to ODE the status of the evaluation systems in terms of alignment to state and federal criteria

94.

Use data and results from the evaluation system in making decisions about professional development programs and budgets at th
e district and
school level

95.

Review current processes for granting tenure and develop a plan for rigorous tenure review using evaluation results and incor
porating the 7
-
year
timeframe for tenure

96.

Implement a plan to remove persistently low
-
performing teachers and principal
s

97.

Provide opportunities for highly effective teachers to receive additional compensation if they take on additional responsibil
ities (such as Lead
Teachers) or work in hard
-
to
-
staff or low
-
achieving schools


Equitable Distribution of Effective Teachers
and Principals


98.

Implement, monitor, and refine the district’s plan to ensure that effective teachers are placed in high
-
poverty, high
-
minority schools, in low
-
achieving schools, and in hard
-
to
-
staff subject areas

99.

Determine whether the selected strategies
(e.g.,

additional compensation, creating professional learning communities, placing teams of effective
teachers in such schools, distributive leadership models, and teacher placement based on factors other than/in addition to se
niority) are having the
desi
red impact

100.

Conduct the Equitable Distribution of Effective and Highly Effective Educators Analysis

101.

(For districts with turnaround schools) Conduct working conditions assessments and develop an action plan and strategies for
improving working
conditions

102.

Col
lect teacher retention and attrition data and review the data to determine whether changes are
needed

in district policies and practices


Effective Support to Teachers and Principals


103.

Continue implementation of the Teacher Residency program for all new t
eachers

104.

For schools designated as persistently low
-
achieving, provide co
-
teaching support for new teachers

105.

Provide feedback on performance to all lead teachers and mentors in the Teacher Residency program

106.

Use the state professional development standards
and results of teacher evaluation in planning, conducting, and evaluating professional
development

107.

Review professional development plan and modify it based on student data, and allocate professional development funding accor
dingly



S
CHOOL
Y
EAR
3:

2012
-
20
13

[LEA

S
COPE OF
W
ORK
A
CTIVITIES
]

Measure Student Growth

1.

The district will continue to ensure eligible teachers and principals have participated in state and regional
-
level professional development training sessions
on the access and use of annual
value
-
added reports.

2.

The district will continue to ensure that eligible teachers and principals access and utilize value
-
added reports to inform professional development and areas
33


of improvement.

3.

The district will continue to utilize teacher
-
student link
age tools to ensure the accuracy and quality of value
-
added data.

4.

The district data teams, curriculum councils, and the Director of Data and Assessment will continue to provide professional d
evelopment support for
classroom teachers and principals in the i
dentification and/or development of other measures of student growth that can be used to supplement value
-
added growth data (i.e., classroom diagnostic, formative, interim, and summative assessment measures).

5.

The district data teams, curriculum councils, a
nd the Director of Data and Assessment will continue to provide professional development support for
teachers and principals in the identification and/or development of student growth measures for teachers in subjects or grade

levels that do not have
state
wide standardized tests (i.e., diagnostic, formative, interim, and summative assessment measures).


Evaluation Systems

1.

Monitor, review and refine the district’s plan for highly effective teachers to receive additional compensation for additiona

汥慤敲獨ep 牥獰rn獩s楬楴楥献



Continue professional development for teachers and principals on the use of the evaluations.

3.

Use evaluation data to identify areas of professional development for teachers.

4.

Continue to monitor, evaluate and revise the evaluatio
n instruments as needed to ensure alignment with Ohio’s Educator Standards Board.



The evaluation committee will continue to examine the use of a variety of student growth measures in the evaluation process.

6.

Dublin City School District will continue to use
evaluation results when making decisions regarding the removal of persistently low
-
performing teachers and
principals once they have been provided with ample opportunities and support to improve.

7.

Reflect on data compiled from principal evaluations.


Equitable Distribution of Effective Teachers and Principals

1.

Implement, monitor, and refine a district plan of innovative strategies used to recruit, place and retain highly effective te
achers and principals in district
identified high
-
poverty and high
-
min
ority schools

2.

Provide specific and targeted professional development (and/or endorsements from teacher education institutions) to identifie
d teachers for hard
-
to
-
staff
subject areas and specialty areas. Implement, evaluate and determine if specific and ta
rgeted professional development is having desired impact.

3.

Implement, monitor, and refine professional development plans for teachers and principals.

4.

Maintain, strengthen and expand existing partnerships with teacher education programs and administrator org
anizations.

5.

Conduct the
Equitable Distribution and Highly Effective Educator Analysis
. Review teacher retention & attrition data to determine whether changes are
needed in district policies and practices.


Effective Support to Teachers and Principals

1.

Continue implementation of the Teacher Residency program for all new teachers.

2.

Currently, Dublin City Schools does not have schools designated as persistently low
-
achieving.

3.

Provide feedback on performance to all lead teachers/mentors in the Teacher
Residency Program.

4.

Use the state professional development standards and results of teacher evaluations in planning, conducting, and evaluating p
rofessional development.

5.

Allocate professional development funding based on a review of the alignment between th
e professional development plan and needs specified by student
data.

34


6.

Central Office administrators and principal training on the Resident Educator program for year two educators and the use of m
entor standards in the
selection of new mentors.

7.

The District
Resident Educator Committee made up of five teachers appointed by the association president and five administrators appointed

by the
superintendent will meet to plan the implementation of the year two ODE program.


S
CHOOL
Y
EAR
3:

2012
-
2013

[LEA

A
NNUAL
P
ERFORMANCE
M
EASURE
T
ARGETS
]

Area D: Great Teachers and Leaders
-

Measures Student Growth

School Year 3: 2012
-
2013 (LEA Annual Performanc
e Measure Targets):

1.

By June 2013, 100% of all eligible teachers and 100% of all principals will have participated in
professional development training sessions on the access and
use of annual value added reports.

2.

By June 2013, 100% of eligible teachers and principals will have accessed and utilized value
-
added reports to inform professional development and areas of
impro
vement.

3.

By June 2013, 100% of eligible teachers will have utilized teacher
-
student linkage tools.

4.

By June 2013, 75% of all eligible teachers will have utilized value added measures and supplemental student growth measures.

5.

By June 2013, 75% of all teachers

that do not have value added reports, will have identified and/or developed other measures of student growth within their
classrooms.


Area D: Great Teachers and Leaders
-

Evaluation Systems

School Year 3: 2012
-
2013 (LEA Annual Perfor
mance Measure Targets
):

1.

By June 2013, a summary of professional development opportunities that resulted from evaluation data will be created.

2.

By June 2013, the revised evaluation instruments for teachers and principals will be completed.

3.

By July 2013, a summary of initial dat
a collection for principals will be compiled.


Area D: Great Teachers and Leaders


䕱E楴慢汥lM楳瑲楢u瑩tn o映䕦晥捴cv攠呥慣ae牳r慮T⁐物r捩c慬a

卣Soo氠奥慲″J′012
-
2013 (L䕁⁁Enu慬⁐敲景牭慮c攠M敡獵牥⁔慲a整猩J



By June 2013, analyze the results from the
district plan to recruit, place, and retain highly effective teachers and principals in district identified high
-
poverty
and high
-
minority schools.

2.

By June 2013, analyze the results of the
Equitable Distribution and Highly Effective Educator Analysis.


35


Area D: Great Teachers and Leaders


䕦晥E瑩t攠卵ppor瑳tto⁔敡捨敲e⁡湤⁐物r捩ca汳

卣Soo氠奥慲″J′012
-
2013 (L䕁⁁Enu慬⁐敲景r
m慮c攠M敡獵牥⁔慲a整猩J



By fall 2012, 100% of Resident Educators will participate in a Resident Educator Program that meets state

criteria.

2.

100% of Resident Educator lead teachers/mentors will receive feedback on their performance based on the Ohio Department of Ed
ucation’s guidelines.



Document the relationship between district professional development offerings and teacher evaluati
on areas of need.

4.

By fall 2012, 85% of district and building professional development plans will meet state and federal guidelines.

5.

By fall 2012, 100% of building professional development plans will address needs identified by student data.

6.

By June 2013,
100% of administrators will participate in awareness sessions on the third year of the Resident Educator program and the use
of mentor
standards in the selection of new mentors.

7.

By July 2013, Dublin City Schools will have a plan of action for implementatio
n of year three of the Resident Educator program.





S
CHOOL
Y
EAR
4:

2013
-
2014

[S
UGGESTED
A
CTIVITIES
]

Measure Student Growth


108.

Ensure all teachers have participated in professional development training sessions on the use of value
-
added data

109.

Utilize
teacher
-
student linkage tools to ensure the accuracy and quality of value
-
added data

110.

Distribute and utilize annual value
-
added reports for
teachers and principals

to inform professional development and areas of performance
improvement

111.

Continue to refine
other identified measures of student growth used to supplement value
-
added data, such as growth in literacy levels, grade
gains on supplemental tests, end
-
of
-
course exams, and performance
-
based assessments


Evaluation Systems


112.

Fully implement the new
evaluation system and conduct annual evaluation of teachers and principals using the new evaluation system

113.

Continue training and professional development on the new evaluation system

114.

Provide aggregated effectiveness ratings for teachers to the state as req
uired by the US Department of Education

115.

Use data and results from the
evaluation

system in making decisions about professional development programs and budgets at the district and
school level

116.

Implement the plan for rigorous tenure review using evaluation
results and incorporating the new seven
-
year timeframe for tenure, develop
strategies to assess effectiveness of new tenure review plan

117.

Implement the plan to remove persistently low
-
performing teachers and principals

118.

Provide opportunities for highly effect
ive teachers to receive additional compensation if they take on additional responsibilities (such as Lead
Teachers) or work in hard
-
to
-
staff or low
-
achieving schools

36



Equitable Distribution of Effective Teachers and Principals


119.

Implement, monitor, and
refine the district’s plan to ensure that effective teachers are placed in high
-
poverty, high
-
minority schools, in low
-
achieving schools, and in hard
-
to
-
staff subject areas

120.

Determine whether the selected strategies (e.g. additional compensation, creating p
rofessional learning communities, placing teams of effective
teachers in such schools, distributive leadership models, and teacher placement based on factors other than/in addition to se
niority) are having the
desired impact

121.

Conduct the Equitable Distribut
ion of Effective and Highly Effective Educators Analysis

122.

(For districts with turnaround schools) Conduct working conditions assessments and develop an action plan and strategies for
improving working
conditions

123.

Collect teacher retention and attrition data
and review the data to determine whether changes are needed in district policies and practices


Effective Support to Teachers and Principals


124.

Assess

implementation of the Teacher Residency program
and make needed changes based on data

125.

Assess the success
of the co
-
teaching support for new teachers and make needed changes based on data

126.

Train additional lead teachers and mentors for the Teacher Residency program as needed

127.

Use the state professional development standards
, student data,

and results of teacher evaluation in planning, conducting, and evaluating
professional development



S
CHOOL
Y
EAR
4:

2013
-
2014

[LEA

S
COPE OF
W
ORK
A
CTIVITIES
]

Measure Student Growth

1.

The district will continue to ensure eligible teachers and principals
have participated in professional development on the access and use of annual value
-
added reports.

2.

The district will continue to ensure that eligible teachers and principals access and utilize value
-
added reports to inform professional development and area
s
of improvement.

3.

The district will continue to utilize teacher
-
student linkage tools to ensure the accuracy and quality of value
-
added data.

4.

The district will continue to refine and provide professional development support for classroom teachers and pri
ncipals in the identification and/or
development of other measures of student growth that can be used to supplement value
-
added growth data (i.e., classroom diagnostic, formative, interim,
and summative assessment measures).

5.

The district will continue to r
efine and provide professional development support for teachers and principals in the identification and/or development of
student growth measures for teachers in subjects or grade levels that do not have statewide standardized tests (i.e., diagnos
tic, for
mative, interim, and
summative assessment measures).



37


Evaluation Systems

1.

Monitor, review and refine the district’s plan for highly effective teachers to receive additional compensation for additiona
氠汥慤敲獨ep 牥獰rn獩s楬楴楥献



Continue professional
development for teachers and principals on the use of the evaluations.

3.

Use data from the evaluations to make decisions about professional development and the budget at the district and building le
vels for teachers and
principals and comply with state repor
ting requirements.

4.

Consider piloting evaluation instruments and processes that include a variety of student growth measures as recommended by th
e Educator Standards
Board.

5.

Dublin City School District will continue to use evaluation results when making deci
sions regarding the removal of persistently low
-
performing teachers and
principals once they have been provided with ample opportunities and support to improve.


Equitable Distribution of Effective Teachers and Principals

1.

Implement, monitor, and finalize

a district plan of innovative strategies used to recruit, place and retain highly effective teachers and principals in high
-
poverty and high
-
minority schools.

2.

Replicate effective practices in high poverty and high minority schools.

3.

Maintain, strengthen an
d expand existing partnerships with teacher education programs and administrator organizations.

4.

Conduct the

Equitable Distribution and Highly Effective Educator Analysis
. Review teacher retention & attrition data to determine whether changes are
needed in

district policies and practices.


Effective Support to Teachers and Principals

1.

Evaluate implementation of the Teacher Residency program and make adjustments based on data.

2.

Train additional lead teachers/mentors for the Teacher Residency program as
needed.

3.

Use the state professional development standards, student data, and results of teacher evaluations in planning, conducting an
d evaluating professional
development.

4.

Central Office administrators and principal training on the Resident Educator progra
m for year four educators and the use of mentor standards in the
selection of new mentors.

5.

The District Resident Educator Committee made up of five teachers appointed by the association president and five administrat
ors appointed by the
superintendent will

meet to plan the implementation of the year four ODE program.


S
CHOOL
Y
EAR
4:

2013
-
2014

[LEA

A
NNUAL
P
ERFORMANCE
M
EASURE
T
ARGETS
]

Area D: Great Teachers and Leaders
-

Measures Student Growth

School Year 4: 2013
-
2014 (LEA Annual Perfor
mance Measure Targets):

1.

By June 2014, 100% of all eligible teachers and 100% of all principals will have participated in on
-
going professional development on the access and use of
annual value added reports.

2.

By June 2014, 100% of eligible teachers and principals will have accessed and utilized value
-
added reports to inform professional development and areas of
38


improvement.

3.

By June 2014, 100% of eligible teachers will have utilized teacher
-
student linkage tools
.

4.

By June 2014, 100% of all eligible teachers will have utilized value added measures and supplemental student growth measures.

5.

By June 2014, 100% of all teachers that do not have value added reports, will have identified and/or developed other measures

of

student growth within
their classrooms.


Area D: Great Teachers and Leaders
-

Evaluation Systems

School Year 4: 2013
-
2014 (LEA Annual Perfor
mance Measure Targets):

1.

By June 2014, the evaluation committee will summarize the most recently recommended evalua
tion methods.

2.

By June 2014, the evaluation committee will determine if changes are necessary for the evaluation system.


Area D: Great Teachers and Leaders


䕱E楴慢汥lM楳瑲楢u瑩tn o映䕦晥捴cv攠呥慣ae牳r慮T⁐物r捩c慬a

卣Soo氠奥慲‴J′013
-
2014 (L䕁⁁Enu慬⁐
敲景r
m慮c攠M敡獵牥⁔慲a整猩J



By June 2014, evaluate results from the district plan to recruit, place, and retain highly effective teachers in high
-
poverty and high
-
minority schools.

2.

By June 2014, analyze the results of the
Equitable Distribution and Highl
y Effective Educator Analysis.


Area D: Great Teachers and Leaders


䕦晥E瑩t攠卵ppor瑳tto⁔敡捨敲e⁡湤⁐物r捩ca汳

卣Soo氠奥慲‴J′013
-
2014 (L䕁⁁Enu慬⁐敲景r
m慮c攠M敡獵牥⁔慲a整猩J



Document adjustments to the Teacher Residency program based on evaluation

data and Ohio Department of Education guidelines.

2.

By fall 2013, 100% of lead teachers/mentors utilized in Dublin City Schools will be complete ODE training and credentialing p
rogram.

3.

By fall 2013, 100% of district and building professional development pla
ns will meet state and federal guidelines and address needs identified by student
data.

4.

By June 2014, 100% of administrators will participate in awareness sessions on the four
-
year of the Resident Educator program and the use of mentor
standards in the sel
ection of new mentors.

5.

By July 2014, Dublin City Schools will have a plan of action for implementation of year four of the Resident Educator program
.






39


Assurance Area E: Turning Around the Lowest
-
Achieving Schools

S
TATE
P
LAN
S
ECTION
:

(E) (1)
T
URNING
A
ROUND THE
L
OWEST
-
A
CHIEVING
S
CHOOLS

Commitments:

• LEAs commit to implementing one of four Race
-
to
-
the
-
Top specified intervention models in schools designated as among the lowest 5%, and will
implement the models in schools each year, to ensure implementation in all such schools within four years.


[N
OTE: This section is required only for LEAs with schools identified as persistently low
-
achieving]



• LEAs with a three
-
year average graduation rate of less than 80% commit to applying Race
-
to
-
the
-
Top funding to implement the linkage coordinator

component of the Governor’s Closing the Achievement Gap initiative.


[NOTE: This section is required only for districts with a graduation rate of less than 80%]


Goals:

Not applicable for
Dublin City Schools
.



Key Personnel:

Not applicable for
Dublin City Schools
.




Budget:

Not applicable for
Dublin City Schools
.





LEA

S
COPE OF
W
ORK
A
CTIVITIES

LEA

A
NNUAL
P
ERFORMANCE
M
EASURE
T
ARGETS


S
CHOOL
Y
EAR
1:

2010
-
2011

[S
UGGESTED
A
CTIVITIES
]


128.

Ensure that SIG
-
funded schools implement the selected
intervention model

40


129.

Participate in ODE
-
sponsored quarterly technical assistance sessions

130.

Work collaboratively with ODE
-
assigned Transformation Specialist(s)

131.

Provide job
-
embedded professional development to staff

132.

Provide increased learning opportunities to
staff and students


133.

Implement social
-
emotional and community supports for students

134.

Implement effective family engagement practices

135.

Evaluate implementation of intervention model in SIG
-
funded schools

136.

Apply for continuation SIG funding

137.

Complete an applicatio
n for initial SIG funding for non
-
SIG funded schools identified as persistently low
-
achieving

138.

Work with schools in “Early Warning” status in coordination with regional support teams and the Office of Transforming School
s; conduct
diagnostic review

139.

Convene
a Family and Civic Engagement (FCE) team

140.

Work with county Family and Children First Council

141.

Develop a five
-
year Family and Civic Engagement plan and submit the plan to county Family and Children First Council

142.

Participate in Family and Civic Engagement prof
essional development, coaching and evaluation

143.

For districts with a three
-
year
graduation rate lower than 80%,

use RttT funds to implement linkage coordinators


S
CHOOL
Y
EAR
1:

2010
-
2011

[LEA

S
COPE OF
W
ORK
A
CTIVITIES
]

Not applicable for
Dublin City
Schools
.



S
CHOOL
Y
EAR
1:

2010
-
2011

[LEA

A
NNUAL
P
ERFORMANCE
M
EASURE
T
ARGETS
]

Not applicable for
Dublin City Schools
.





S
CHOOL
Y
EAR
2:

2011
-
2012

[S
UGGESTED
A
CTIVITIES
]


144.

Fully implement selected intervention models in SIG
-
funded schools

145.

Participate in ODE
-
sponsored quarterly technical assistance sessions

146.

Work collaboratively with ODE
-
assigned Transformation Specialist(s)

147.

Provide job
-
embedded professional development to staff

148.

Provide increased learning opportunities to staff and students

149.

Provide

social
-
emotional and community supports for students

150.

Provide effective family engagement practices and supports

151.

Evaluate implementation of intervention model

152.

Complete application for

continuation SIG funding

41


153.

Intervene in schools in “
E
arly Warning”

status and develop and implement a systematic plan to improve the school’s performance

154.

Participate in Family and Civic Engagement professional development, coaching and evaluation

155.

Report progress of Family and Civic Engagement plan to the county Family an
d Children First Council

156.

For
districts with a three
-
year

graduation rate lower than 80%,

use RttT funds to implement linkage coordinators


S
CHOOL
Y
EAR
2:

2011
-
2012

[LEA

S
COPE OF
W
ORK
A
CTIVITIES
]

Not applicable for
Dublin City Schools
.




S
CHOOL
Y
EAR
2:

2011
-
2012

[LEA

A
NNUAL
P
ERFORMANCE
M
EASURE
T
ARGETS
]

Not applicable for
Dublin City Schools
.





S
CHOOL
Y
EAR
3:

2012
-
2013

[S
UGGESTED
A
CTIVITIES
]


157.

Continue full implementation of the intervention models


158.

Participate in
all
ODE
-
sponsored quarterly
technical assistance sessions

159.

Work collaboratively with ODE
-
assigned Transformation Specialist(s)

160.

Evaluate implementation of intervention model and take steps to ensure continual deepening of the work

161.

Assess progress in schools in “Early Warning” status and
taketh

additional corrective action if needed

162.

Complete application for continuation SIG funding

163.

Participate in Family and Civic Engagement professional development, coaching and evaluation

164.

Report pr
ogress of Family and Civic Engagement plan to the county Family and Children First Council

165.

For districts with a three
-
year graduation rate lower than 80%, use RttT funds to implement linkage coordinators


S
CHOOL
Y
EAR
3:

2012
-
2013

[LEA

S
COPE OF
W
ORK
A
CTIVITIES
]

Not applicable for
Dublin City Schools
.




S
CHOOL
Y
EAR
3:

2012
-
2013

[LEA

A
NNUAL
P
ERFORMANCE
M
EASURE
T
AR
GETS
]

Not applicable for
Dublin City Schools
.


42




S
CHOOL
Y
EAR
4:

2013
-
2014

[S
UGGESTED
A
CTIVITIES
]


166.

Continue full implementation of the intervention models

167.

Participate in all ODE
-
sponsored quarterly technical assistance sessions

168.

Work collaboratively with ODE
-
assigned Transformation Specialist(s)

169.

Evaluate implementa
tion of intervention model and

continual
ly

deepen the work

170.

Evaluate

progress in schools in “Early Warning” status and take additional corrective action if needed

171.

Participate in Family and Civic Engagement professional development, coaching and evaluation

172.

Report progress of Family and C
ivic Engagement plan to the county Family and Children First Council

173.

For districts with a three
-
year graduation rate lower than 80%, use RttT funds to implement linkage coordinators



S
CHOOL
Y
EAR
4:

2013
-
2014

[LEA

S
COPE OF
W
ORK
A
CTIVITIES
]

Not applicable for
Dublin City Schools
.



S
CHOOL
Y
EAR
4:

2013
-
2014

[LEA

A
NNUAL
P
ERFORMANCE
M
EASURE
T
ARGETS
]

Not applicable for
Dublin City Schools
.