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DAYTON PUBLIC SCHOOLS

Academic Plan2011-2015

PART 2

15,000 Reasons to Succeed

Our students are not other people’s

children, they’re our children.

This means we have more than

15,000 reasons why

we must succeed.

Lori L. WardSuperintendent

1 BOTTOM LINE 1ContextStrengths & AchievementsStrategic FoundationsPractical Matters

2 ACADEMIC ACHIEVEMENT MEASURES 7District Performance IndicatorsNon-Negotiable StandardsAcademic Achievement Targets

3 STRATEGIC ALIGNMENT 11Horizontal & Vertical AlignmentInternal & External AlignmentRace to the TopCouncil of the Great City Schools

4 TRIANGLES FOR TRANSFORMATION 15District Performance SnapshotBuilding Criteria & InterventionsStudent Criteria & InterventionsStudent Performance Profiles

5 ASSETS & INITIATIVES 21Academic AssetsNon-Negotiable Standards & Initiatives

6 CURRICULUM & INSTRUCTION 25Common Core StandardsCurriculum PlanInstructional StrategyCapacity

7 ASSESSMENT & ACCOUNTABILITY 33Data SystemsAssessment CategoriesEarly Warning SystemEnd of Course ExamsAssessment & Accountability Development Process

8 EDUCATIONAL TECHNOLOGY 37Teacher Support TechnologiesLearner Support TechnologiesShared Support TechnologiesTextbooks to Technology

9 IMPLEMENTATION 39Continuous ImprovementFunding Strategy90-Day Action Plans


BOARD OF EDUCATION

Nancy A. Nerny President

Ronald C. Lee Vice President

Yvonne V. Isaacs

Joe Lacey

Rev. Dr. William B. Schooler

Sheila Taylor

Stacy M. Thompson

CORE TEAM

Lori L. Ward Superintendent

Linnae Clinton Acting Director of Curriculum & Instruction

Barbara Spencer Hawk President, Crossbridge Communications, LLC

CONTRIBUTORS

Shelia Burton Executive Director, Accountability

Delores Evans Executive Director, PK-8 Education

Marlea Jordan Gaskins, Ed.D. Executive Director, Secondary Education & Employee Development

Charles Graham Executive Director, School Improvement & External Resources

Jennifer Smith Executive Director, Special Education

SUPPORT & PRODUCTION

Honey Moore Executive Assistant

Tonya Robinson Arts & Communication Teacher, Ponitz Career Technical Center

Mattie E. Candler Lead Mail & Duplicating Technician, Dayton Public Schools

DAYTON PUBL IC SCHOOLS | ACADEMIC PLAN

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SECTION 1

Bottom Line

The Dayton Public School system has more than 15,000 students to educate, guide and develop, from pre-Kindergarten through graduation. Everyone, from parents to principals, teachers to technicians, bus drivers to board members, can and should see themselves in this plan through the students.

Ultimately, the Academic Plan is about our students and their future, which means we have more than 15,000 reasons why we must succeed.

Context

The Academic Plan is a dynamic document, designed to provide a strategic framework for academic achievement. It creates the opportunity for everyone involved in or touched by the Dayton Public Schools to commit to a shared academic vision for the future:

The Dayton Public School district is a model for urban public education, where every student enters kindergarten ready to learn and graduates ready for college, a career and life in the 21st century.

The plan’s purpose is to build on district strengths and focus on the most critical improvement challenges. It’s firmly anchored to and flows out of the Strategic Plan adopted in 2009. It translates into action the first strategic goal, to provide high-quality education that leads to college and careers.

By 2013-2014, all school districts must adopt and implement the state’s Common Core curriculum, which defines statewide standards for public education and academic performance. Our plan incorporates those standards, so we can begin this crucial work now.

The district faces many challenges. However, it’s important to acknowledge the many strengths and achievements that also exist, because our journey to excellence begins from where we are today.



DAYTON PUBLIC SCHOOLS STRENGTHS & ACHIEVEMENTS

Students

Gates Millennium Scholars Program – Has tapped 20 students since 2000 Special Programs – Include boys’ and girls’ schools, International Baccalaureate,

Seniors-to-Sophomores advanced college credit, Montessori and Career-Tech programs

Leadership – Includes the Superintendent’s Student Senate, academic and extracurricular clubs, JROTC, and mentored leadership experiences

Basic Standards – Improved in 10 of 14 reading and math areas Higher Levels – Rated more students as proficient, advanced and accelerated Attendance – Improved to 92%, the highest level since 1996 Higher Education – Admitted by leading colleges and universities throughout the

country

Educators & Administrators

Advanced Degrees – 793 National Board Certification – Earned by more than 22 educators

Classrooms & Laboratories

Educational Technologies – Support improved instruction Learning Technologies – Provide hands-on experience with relevant technologies

Schools National Acclaim – Recognized Stivers High School as one of America’s Best Public Schools (U.S. News & World Report, 2009 and 2010)

New Facilities – Complete the last of 26 new school buildings Neighborhood Schools – Encourage parent and community involvement Program Identities – As part of a developing initiative, several high schools have

distinct program identities

District

Technology Plan – Directs acquisition and implementation Accountability Systems – Combine data collection, reporting and assessment to

provide meaningful performance information to students, teachers, principals and the district

Stakeholders Accountability Panel – Involves parents, educators, employers, etc., in district academic determinations and directions

Learn to Earn – Focuses on improved learning and career opportunities for all students

College Partnerships – Reflect strong relationships built with all regional institutions

Employer Involvement – Engages employers in academic and career programs, from financial literacy to Bots, aeronautics programs, etc.

Coalitions – Involve community groups in targeted student development, such as academic and career mentoring



Strategic Foundations

The key strategic objectives for quality education helped ground the Academic Plan development process. As part of this process, the leadership team defined the district’s academic vision, mission, values and goals.

VISION

The superintendent’s academic vision for the district is clear, inspiring and resolute: The Dayton Public Schools will become a model for quality urban public education and a district of choice for the community.

MISSION

The academic mission statement is simple, direct and powerful, encapsulating the challenge at hand: Our mission is to ensure that every student will enter kindergarten ready to learn and graduate ready for college and career.

VALUES

Seven straightforward academic values express how the district aspires to operate, now and in the future. These values are:

No excuses

Academic excellence is our top priority

Every student is challenged to achieve

Learning strategies and environments reflect a rich cultural heritage

Excellent education requires excellent educators

Education is collaborative and it involves every stakeholder in the process

Strong schools in strong neighborhoods build a strong and successful community

GOALS

Academic Achievement Targets represent central goals for the district, and these align with state standards.



The Academic Plan translates strategic components into action.

ACADEMIC PLAN STRATEGIC FOUNDATIONS

Vision

We will become a model for quality urban public education and a district of choice for the community

Mission

Every student enters kindergarten ready to learn and graduates ready for college and career

Values No excuses Academic excellence is our top priority Every student is challenged to achieve Learning strategies and environments reflect a rich cultural heritage Excellent education requires excellent educators Education is collaborative and involves every stakeholder in the process Strong schools in strong neighborhoods build a strong and successful community

Goals

Academic Achievement Targets Kindergarten – 60% enter ready to learn Third Grade – 80% read on grade level Twelfth Grade – 95% graduate ready for college and career Close the Gap – 80% of all students are proficient or better in reading and math



Practical Matters

The Academic Plan will take effect in July 2011 and continue through June 2015. It consists of two parts:

Part 1 – Meeting the Challenge captures district strengths, challenges and opportunities

Part 2 – 15,000 Reasons to Succeed describes the strategic framework that will drive academic achievement as the district moves forward

A range of stakeholders have been involved in and informed about the plan throughout the development and launch phases. These stakeholders include the:

Board of Education

Accountability Panel

DPS Leadership Team

Academic Leadership Team

Academic Achievement Team

Race to the Top Team

DPS Principals and Teachers

Leadership of regional higher education institutions

The plan will be operationalized in a disciplined, systematic manner through a series of highly targeted, well-defined action plans. Regular progress monitoring and reporting processes have been identified.

The following sections define the work and the people, processes, programs and tools that will make it possible for the district to close the achievement gap and become a model for urban public education.



SECTION 2

Academic Achievement Measures

The academic achievement measures encompass the primary goals for the district and align with state performance standards. This section, therefore, defines these components:

District Performance Indicators

Non-Negotiable Standards

Academic Achievement Targets

District Performance Indicators

The state measures academic performance in a variety of ways, and each year, the district’s performance is captured in a state-issued School Year Report Card. The state uses a combination of four category performance scores to assign a district designation. The four report card performance categories are the:

State Indicators, which capture students’ proficiency in reading and math, as well as other subjects

Performance Index, which captures performance levels across all students

Adequate Yearly Progress score, which indicates whether or not specific groups of students have attained progress benchmarks

Value-Added score, which represents progress made between one school year and the next

In 2009-2010, the district designation was Academic Watch. By 2015, the goal is to achieve a designation of Effective. This is an assertive but attainable objective.

Non-Negotiable Standards

Four critical success benchmarks, called the Non-Negotiables, define the district’s commitment to the

PERFORMANCE INDICATORS

The state uses a combination of four category performance scores to assign a district designation:

State Indicators

Performance Index

Adequate Yearly Progress

Value-Added Score

NON-NEGOTIABLE STANDARDS

The superintendent has defined four critical success benchmarks, called the Non-Negotiables, which assert that students will:

Enter Kindergarten prepared to learn and grow

Read on grade level by third grade

Close the achievement gap for all populations and perform on standard

Graduate college and career ready



students and community by setting practical, attainable performance goals for students at pivotal developmental points. The Non-Negotiables assert that students will:

Enter Kindergarten prepared to learn and grow

Read on grade level by third grade

Close the achievement gap for all populations and perform on standard

Graduate college and career ready

The combination of goals and indicators provides a roadmap of Non-Negotiables and academic milestones for students on the path to productive adulthood. Similarly, they provide valuable measures that indicate our progress in closing the achievement gap for all student populations throughout the district.

The roadmap defines Non-Negotiables and academic milestones for students on the path to college and career.

Academic Achievement Targets

District goals include the four state performance categories identified above and district-specific indicators. These indicators provide a quick snapshot of overall district performance, and include tracking and monitoring the ratio of students who:



Kindergarten – Are Kindergarten-ready (goal: 60%)

3rd Grade – Read on grade level (goal: 80%)

8th and 9th Grade – Progress on schedule to tenth grade (goal: 80%)

12th Grade – Graduate on schedule, college and career ready (goal: 95%)

Overall – Are rated proficient in reading AND math (goal: 80%)

Overall – Attend school on a regular basis (goal: 95%)

The Academic Achievement Targets reflect the primary goals for the district and meet or exceed current state standards.

INDICATOR PERFORMANCE 2010* 2015

KINDERGARTEN STUDENTS ARE K-READY

20% 60%

3RD GRADE STUDENTS READ ON GRADE LEVEL

53% 80%

8TH and 9TH GRADE STUDENTS PROGRESS TO 10TH GRADE

70% 80%

12TH GRADE STUDENTS GRADUATE ON SCHEDULE

80% 95%

READING and MATH (OVERALL) STUDENTS ARE PROFICIENT

35% 80%

ATTENDANCE RATE ALL GRADES

92% 95%

* Most current data available

The indicators and 2015 goals are important for many reasons.

Entering Kindergarten ready to learn and grow is the first step in longterm academic success. Studies show third graders who read on grade level are more likely to maintain academic achievement throughout elementary and secondary school.

The combined eighth and ninth grade indicator (students progress to tenth grade on schedule) demonstrates an important measure of high school readiness. Our data show up to 30% of


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students drop out or are retained (repeat a grade) at this pivotal transition point. This metric serves as a general indicator and tends to predict whether or not students will graduate on schedule.

DPS has committed to assuring 80% of all students are proficient or better in reading and math by 2015. This goal exceeds the reading and math proficiency standard (75%) established by the state.

The overall attendance rate is included as a general indicator. Students simply cannot learn and achieve if they are not in school.

Related academic targets are defined in the internal document, Academic and Operational 5-Year Targets. This document captures specific five-year academic achievement targets from 2010 through 2015 for every building in the district.

The document has served as an important management, coordination and planning tool for the leadership and building teams. The defined targets incorporate the Ohio Improvement Processes (OIP), building operational targets, the Race to the Top initiative, and other improvement initiatives and grants.



SECTION 3

Strategic Alignment

This plan details important objectives essential to the district’s longterm success. The goal is to establish strong vertical and horizontal alignment, both internally and externally, to ensure the work is approached in an efficient and unified manner.

Structural and conceptual alignment will reshape the organization and its policies and practices related to academic strategies, initiatives, processes, programs and tools. To bring the achievement challenge into sharp focus, every aspect of the Academic Plan has where possible been designed to support both vertical and horizontal alignment.

Horizontal & Vertical Alignment

Specifically, horizontal alignment focuses on organizational structures, dynamics and communications. Horizontal alignment emphasizes essential academic functions for exceptional, elementary and secondary education. It incorporates curriculum and instruction, and applies to all student populations.

Vertical alignment focuses on curriculum and capacity to align people, processes and resources to fulfill the academic mission.

Internal & External Alignment

Through this plan, the curriculum is fully aligned internally. Quite simply, this means:

One grade leads to and is seamlessly connected to the next, from pre-Kindergarten through graduation

Each significant academic milestone connects to the next

All strategies and interventions are aligned with the curriculum

Instruction strategies are also fully aligned internally and externally. Internally, districtwide strategies ensure instruction is aligned across all buildings for all populations and all grades. Externally, instruction is aligned with state and national standards and best practices. Assessment and accountability measures reflect these drivers, because what gets measured gets done.

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The emphasis on alignment is demonstrated in the way two pivotal efforts help translate strategy into action. These efforts are the:

Race to the Top Initiative

Council of the Great City Schools

Race to the Top

The Race to the Top initiative aligns the priorities of the district with external efforts and measures. The statewide Race to the Top initiative is a four-year, federally funded effort to boost student achievement. The primary goals are to reduce achievement gaps, increase high school graduation rates and increase college enrollment. In short, DPS will:

Increase its graduation rate to 85% or higher

Implement at-risk interventions that reduce the achievement gap among all student groups

Offer best-practice professional development to improve instructional content and delivery

Ensure every employee is accountable

Install a system for accountability

Race to the Top is part of the ongoing commitment to and process of incremental improvement and sustained performance. The turnaround effort emphasizes:

Standards and assessments

Data to improve instruction

Great teachers and leaders

Methods to turn around low-achieving schools

The Academic Plan has been constructed to align with the state and national standards embodied in Race to the Top, which will conclude in 2014. These standards and practices will continue to be solidified and sustained through the life of this plan.

Council of the Great City Schools

The mission of the Council of the Great City Schools is to improve the caliber of urban education and help urban districts define and pursue the highest academic standards.



Since 2002, the Council has conducted three onsite analyses of the Dayton Public Schools. In 2008, it issued a report called, Next Steps in the Improvement of the Dayton Public Schools, which detailed specific improvement recommendations for the district.

Many council recommendations, including the creation of clear mission and strategic vision statements for academic achievement, have informed the development of this plan. We’ve been addressing these recommendations and have made notable progress.

For example, the new pacing guides (featured in the Curriculum & Instruction section) create standardized curriculum guides and modify the teaching rhythm to incorporate time for review and re-teaching as necessary. The new Common Core Standards create a rigorous, aligned curriculum. The system for deploying literacy and math teachers and specialists has been redesigned. A detailed summary, which is continuously updated, is captured in the Council of the Great City Schools: Recommendation Worktable.



SECTION 4

Triangles for Transformation

The Triangle for Transformation is a useful decision-making framework that anchors academic priorities and identifies learning interventions. It offers a means for defining academic performance goals, benchmarking current performance and measuring improvement as the district moves forward. The model is based on the Response to Intervention, a nationally recognized and research-based model adapted to reflect the district’s specific needs and strategies.

The Triangle relies on three broad categories to classify criteria, interventions and performance. Tier 1–Core indicates performance at or above established standards. Tier 2–Targeted indicates performance that, with selected assistance and intervention, can be improved to Tier 1 levels. Tier 3–Intensive indicates performance that requires intensive assistance and support.

The Triangles are a powerful, visual method of capturing and communicating a broad range of district-determined indicators. In combination, they create a snapshot of districtwide strategies and become a useful tool for transformation. They serve as a simple, effective decision-making model to allocate funding and resources to support well-directed interventions for optimal achievement. They are rich with possibilities and pivotal to this plan, its implementation, and its longterm sustainability.

The new Accountability & Assessment System will allow the district to access data in fresh, useful ways, ranging from high-level profiles to content-rich detail that provides specific indicators for timely, targeted interventions.

Once the Triangle criteria are firmly defined and data support systems are in place, the district can generate a range of custom Triangles to proactively monitor student, building and district indicators that respond to quick, early interventions. Equally important, there will be no need to wait for outside assessments from the state or other agencies to determine how the district is performing. These are significant steps in the right direction.

To translate the DPS strategy into action, internal data systems will be configured to pull select data points and generate highly customized performance profiles at the student, building and district levels. The following pages introduce the district’s individualized strategy and illustrate high-level principles and applications. Examples include the:

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First, it’s evident we must increase the ratio of students who are proficient in reading and math and require minimal discipline to sustain that performance. The goal for 2015 is 80% in Tier 1.

Second, Tier 2 provides early warning of the need for targeted interventions. This offers great opportunity for the students and the district. Specifically, among Tier 2 students, we found:

20% are proficient in reading and math, but exhibit Tier 2 or 3 discipline

5% are basic or below in reading and math, but exhibit Tier 1 discipline

75% are basic or below in reading and math, and exhibit Tier 2 or 3 discipline

In other words, nearly 20% of Tier 2 students could be readily integrated into Tier 1 if discipline issues could be resolved or prevented. Another 5% would move to Tier 1 if they received early and appropriate reading and math skill development support.

These targeted interventions would result in 49% of students functioning at the Tier 1–Core level. While this would represent considerable improvement, it falls far short of and is not be confused with the district goal of 80% of students functioning at the Tier 1 level.

The findings are based on the general measures available at this time. Strategies for effecting the improved results are being pursued and will continue as top priorities during the first years of plan implementation.



SECTION 5

Assets & Initiatives

Successful implementation of the Academic Plan hinges on several factors. The district is creating a flatter, more efficient organization to drive more resources into the classroom. It’s implementing and disseminating districtwide standards in the form of teacher-developed curriculum and common lesson plan templates, and it’s employing research-based strategies and best practices. This section highlights the Academic Assets, Non-Negotiable Initiatives and the roles they play.

Academic Assets

Academic Assets are aligned to the Common Core Standards for curriculum and instruction. That means increased academic rigor and alignment between the state standards and district performance. Academic Assets include the:

Curriculum Plan

Instructional Strategies

Assessment & Accountability Systems

Educational Technology Plan

These assets translate into four core functions that will drive academic achievement. Each one is highlighted below and addressed in greater depth later in this plan.

CURRICULUM PLAN

The Curriculum Plan details instructional content and delivery methodologies that reflect demonstrated best practices. The plan, while still in development, will include crucial components, such as teacher-developed curriculum, custom pacing guides, model lesson plans, block learning strategies for literacy and math, and theme- and project-based interdisciplinary learning to build knowledge and critical-thinking skills for college and careers.

INSTRUCTIONAL STRATEGIES

The central instructional strategy relies on differentiated instruction tailored to the subjects and students. This incorporates activities and resources that engage our diverse student populations, and includes districtwide instructional design (block reading, block math), online learning opportunities for students, and teacher engagement in curriculum, processes and teacher-leader



roles. It utilizes the Power of Teaching methods taught in the district and incorporates both traditional and online professional development efforts.

ASSESSMENT & ACCOUNTABILITY SYSTEMS

Assessment and accountability systems encompass a range of data collection and analysis tools. The system provides exceptional data-based information useful for tracking the effectiveness of teaching-learning methods, tailoring instruction to match student readiness and capability, and monitoring continuous improvement initiatives.

EDUCATIONAL TECHNOLOGY PLAN

The Technology Plan details the districtwide plan for technology acquisition and deployment. From an instructional perspective, technology issues relate to teacher support technologies, such as in-class video resources, document cameras, computers and projectors. Learner support technologies include state-of-the-art computers, technology-rich career and learning laboratories, and an infrastructure to support online instruction.

Specific initiatives support student achievement at each pivotal transition point on the roadmap.



Non-Negotiable Standards & Initiatives

Specific initiatives support the Non-Negotiable standards and focus on Kindergarten, third grade, twelfth grade and closing the achievement gap. The initiatives, outlined below, include high-level bullet points that correspond to line items captured in detailed work plans, ready for action and implementation.

NON-NEGOTIABLE INITIATIVES

Kindergarten Enter Kindergarten Ready to Learn Focus: Curriculum development and alignment, effective/supportive community partnerships, parent awareness, teacher professional development

Partner with Ready Set Soar to survey parents of incoming Kindergarten students to assess quality of Early Childhood Learning experiences

Develop Pre-K curriculum pacing guides to align with new state standards and define critical benchmarks

Engage Pre-K and K teachers to vertically align Pre-K to K curriculum Develop parent information packets and hold Kindergarten Readiness Parent

Informational meetings Provide professional development on early literacy and number skills to all Pre-K and K

teachers

3rd Grade

Exit 3rd Grade Reading on Grade Level Focus: Appropriate research-based interventions, balanced block instruction, certified literacy specialist staffing levels, data to track and impact student reading achievement

Implement a K-2 Early Literacy initiative using trained specialists to flood K-2 classrooms with differentiated literacy intervention programming

Implement demonstrated research-based programs to boost K-8 reading achievement Provide a daily K-8 intervention period focused on remediating, supporting and/or

enriching emerging literacy skills Embed literacy instructional strategies within all academic core areas Provide professional development on strategies for embedding literacy strategies into

K-8 core content areas Implement a balanced 4 bock literacy program in grades K-5 Staff each K-8 building with a literacy specialist to plan and monitor intervention

period activities Track student performance data (classroom, building, district) to identify targeted

intervention and teacher professional development needs Train teachers in tracking individual student data to identify remediation needs and

develop differentiated instructional activities Revamp summer programming to reinforce, extend and enrich K-3 curriculum Align supplemental tutoring and extended learning activities with district literacy

initiatives and curriculum Use Triangle for Transformation criteria to place students within special programs



NON-NEGOTIABLE INITIATIVES

12th Grade Graduate Students College and Career Ready Focus: Increased building-level curriculum support, access to accelerated learning, teacher professional development, postsecondary and business partnerships

Implement rigorous PK-12 curriculum aligned with Common Core and state standards Promote English and math curriculum alignment with secondary/postsecondary

instructors Staff K-8 and high schools with Instructional Support Teams (IST) and high school

curriculum coaches to implement district curriculum, use/analyze student data to improve instruction, identify teacher professional development needs within content areas

Leverage business partnerships to enrich curriculum and provide extended learning opportunities through work-based learning activities

Provide teachers with centralized access to curriculum, resources, model lessons, professional development materials and student data

Increase access to accelerated learning opportunities: 8th grade algebra, Advanced Placement coursework, dual enrollment, International Baccalaureate program

Administer End of Course (EOC) exams in all core content areas Increase student participation in college prep enrichment programs: STEM camps,

Young Scholars, Upward Bound, Wright STEPP Implement alternative programming to offset student credit deficiencies Leverage technology to enrich learning and offer access to college level coursework Partner with postsecondary institutions to provide programming and services to

increase the number of students meeting college readiness measures Develop a progression of career-readiness activities for grades 4-12

Close the Gap Close the Achievement Gap for All Students Focus: Vertical/horizontal structural alignment, effective identification and implementation of intervention strategies, promoting quality instructional practice

Restructure organization to promote vertical and horizontal alignment in curriculum, instruction, assessment, support services, programming and initiatives

Define Triangle for Transformation interventions to address student needs Implement 3 block math and 4 block literacy to ensure consistency of instruction Define differentiated instructional strategies within district pacing guides for all grade

levels and academic core areas Use the Early Warning System to identify at-risk students for timely interventions Provide professional development on the district curriculum and defined instructional

strategies Provide professional development on inclusionary practices and co-teaching methods Ensure student and teacher access to resources/materials that reflect a rich cultural

heritage and support instruction aligned to rigorous academic standards



SECTION 6

Curriculum & Instruction

Curriculum and instruction development and delivery are closely intertwined, so it’s essential to discuss them in tandem. This section tackles four critical aspects of the district’s new approach. These are the:

Common Core Standards

Curriculum Plan

Instructional Strategies

Capacity


Ohio’s Common Core Standards (CCS) were developed in collaboration with teachers, school administrators and a wide range of experts. The Common Core represents best practices in curriculum content and construction, and provides a clear and consistent framework to prepare students for college and the work world.

The goal is to create and communicate a common model and to establish shared understanding among educators, parents and stakeholders regarding what students are expected to learn in each academic area. Consistent standards allow more accurate comparisons between and among districts and more accurate assessments at the state level.

The Common Core Standards build upon the strengths of current state standards and incorporate best practices from top-performing countries around the world. They are:

Aligned with college and work expectations

Clear, understandable and consistent

COMMON CORE: HIGHLIGHTS

English Language Arts

Reading

Build skills steadily through a stepped progression that leads to college- and career-ready comprehension

Build knowledge and insights through diverse reading challenges in classic and contemporary literature and informational texts

Gain context through exposure to myths, stories, foundational US documents, American literature, etc.

Writing

Present logical arguments that demonstrate substance, reasoning and relevant evidence

Conduct research and present written analyses of findings

Language

Grow vocabulary through conversation, instruction and reading

Develop formal language usage skills suited to college and career

Math

Develop solid foundational skills in grades K-5

Establish a solid progression that builds lasting skill and conceptual understanding

Offer Algebra I in grade 8

Apply mathematical thinking to real-world issues and challenges

Offer advanced courses, including probability, statistics and math modeling



Evidence-based

Rigorous and develop high-order skills

Designed to prepare students for a global economy

All districts must achieve compliance with the Common Core Standards by 2014. The district’s curriculum plan is designed to begin implementing these standards immediately, with particular emphasis on English Language Arts and Math.

Curriculum Plan

The DPS Curriculum Plan details instructional content and delivery methodologies that reflect demonstrated best practices. The plan incorporates the Common Core Standards and includes crucial components, such as:

Teacher-developed curriculum

Custom pacing guides

Model lesson plans

Block learning strategies for literacy and math

Theme- and project-based interdisciplinary learning

TEACHER-DEVELOPED CURRICULUM

Our curriculum will be developed by DPS teachers using an Academic Achievement Team (AAT). The AAT consists of teachers drawn from each building in the district. This strategy ensures that as the new curriculum is implemented, each building will have an AAT point person to guide implementation, provide explanations and do onsite troubleshooting. As the curriculum and new instructional methodologies are tested and implemented, the AATs will respond to and document questions, issues and potential areas for refinement and improvement.

Instructional Support Team (IST) members are district administrators based at the building level to ensure the curriculum and district initiatives are implemented with fidelity and consistency. They assist in pacing guide development and utilization, and each one is responsible for curriculum implementation across two or three buildings. In respect to elementary reading block strategies, for example, they assure the teachers and students remain on track, the strategies and methods are on target, and the lessons are delivered as designed. They analyze and help teachers interpret performance data, so that information can be used to refine teaching practices and improve student learning outcomes.



The Academic Achievement and Instructional Support teams lead teacher teams in developing building-specific (building-enhanced) curriculum.

PACING GUIDES

The pacing guides consist of a standard template that captures critical criteria and establishes consistency across teachers, classrooms and buildings. The guides incorporate fundamentals, such as:

Timeframe

Essential Understanding

Standards/Content Statements

Learning Activities and Lessons

Resources and Texts

Model Lessons

Vocabulary

Differentiation/Transitional Needs

Assessment and Assessment Type (Formative, Summative, Predictive)

Evidence of Learning: “I Can” Statement(s)

The pacing guides include a mechanism for connecting existing content to the Common Core to facilitate the transition to the new standards. Model lessons serve as instructional best practices to increase the rigor and consistency of instruction and ensure the curriculum remains robust and resilient.

One of the first tasks for the Academic Plan is to complete for each grade custom pacing guides by subject area. Sixteen teacher-led teams will complete this work by August 1, so the guides will be in place by fall 2011.

CURRICULUM DEVELOPMENT PROCESS

To put the curriculum development challenge in perspective, we’ve developed a high-level overview to spotlight the anticipated sequence and timing of important milestones. Detailed action plans are in development for each line item shown.



OVERVIEW CURRICULUM DEVELOPMENT PROCESS

2011-2012 2012-2013 2013-2014 2014-2015

1. Develop standardized pacing guides

2. Adopt DPS curricula

3. Test pacing guides

4. Develop building-enhanced curricula

5. Implement building-enhanced curricula

6. Refine pacing guides

7. Align pacing guides with CCS

8. Implement refined pacing guides

9. Develop project-based learning units

10. Create interdisciplinary learning units

Instructional Strategy

Differentiated instructional strategies are a central component of our plan. Differentiated strategies tailor instruction to the subjects and students, and incorporate activities and resources that reflect and engage our diverse student populations.

Pivotal instructional components include:

Districtwide instructional design (e.g., block reading, block math)

Lesson planning templates based on the Hunter Method

Data analysis as a tool to assess and shape instructional methodologies

Online instruction models and options for students

Instructional targets and improvement plans are thoroughly documented in the Academic and Operational 5-Year Targets and specific improvement initiatives, such as Race to the Top.



Capacity

In respect to the Academic Plan, capacity in large part consists of the people, processes, tools and resources that support academic achievement. This section highlights these facets of capacity:

Professional development

Teacher-leaders

Tools for transformation

Textbooks

PROFESSIONAL DEVELOPMENT

To become a top-performing district, we need top-performing teachers, principals and administrators. Every member of the academic team is vital to success.

In general, professional development for academic achievement will parallel the four functional areas to ensure training and development aligns with district priorities. The strands are:

Curriculum

Instruction

Assessment & Accountability

Educational Technology

Special programs will be offered to help teachers master new curriculum development, instructional delivery and core processes. Programs will be offered through traditional venues, and eventually through a combination of traditional and online training.

Specific programs are less important than the core principles and methods that underpin the transition to differentiated instruction. Two programs, however, serve to illustrate the district’s professional development strategy.

First, Tooling Up for Transformation, the professional development effort launched in June 2011, provides an example of targeted development specific to the top districtwide goals and initiatives. It creates a useful model for structuring and conducting future development efforts.

Second, select K-8 and high school teachers have completed the Power of Teaching coursework. This program focuses on implementing instructional strategies with the greatest demonstrated impact on student achievement, and then building the skills to support the target strategies.



In 2011-2012, all district teachers will complete the Power of Teaching program. The trained teachers are already in place, to provide a practical support system where it matters most.

The Power of Teaching uses data collection and tested models to improve teaching results by:

Objectively analyzing what works

Measuring teaching behaviors

Developing sound teaching practices

Providing teacher support

TEACHER-LEADERS

DPS is adopting a teacher-leader strategy to support the academic achievement goals. Teacher-leaders function as peer coaches and mentors. Teacher-leaders are informed and able to serve as the first-level solution when other teachers have questions about curriculum, instruction, student behavior, school protocols, etc.

Teacher-leaders may mentor new teachers and be involved in hiring and evaluation processes. They model professional behaviors and demonstrate high-performing traits in every aspect of the job. They understand and use the preferred methods, strategies and processes both in the classroom and in general settings.

The teacher-leader helps convey issues, concerns and solutions from teachers to the appropriate administrator, and similarly, conveys administrative issues, concerns, and/or new policies and practices to teachers. Special training and development will be offered to teacher-leaders to ensure their effectiveness and success.

TOOLS FOR TRANSFORMATION

The transformation tools consist of research-based methods and programs that have been demonstrated to produce measurable improvement in student learning and teaching effectiveness.

The toolkit will continue to evolve and expand throughout the life of this plan. Core tools, known at this time, include:

Three block math

Four block literacy and assessment

Data analysis for assessment




Instructional delivery strategies

Technology for teaching

Technology for learning

Online management tools for teachers

TEXTBOOKS

Textbooks have always been a central pillar in the curriculum strategy. Conceptually, that’s still true. For example, the new Textbook Plan will detail approved textbooks for every class offered. The issue of textbooks will have a notable effect on the curriculum and plan, as the district moves forward.

Three factors directly impact textbook selection, acquisition and use:

Those in use range from two to ten years old, and some of the latter are no longer available from publishers

As the curriculum shifts into Common Core alignment, new textbooks must be defined and acquired to maintain that alignment

The district is positioned to begin moving from textbooks to technology

To support this transition, we’ve developed guidelines, called Textbooks: 5 Guiding Principles. These principles include assessing existing textbooks and replacing outdated ones with resources aligned to the Common Core. They reinforce the need to use resources that reflect our rich cultural heritage, support differentiated instruction strategies and techniques, leverage alternate media and emerging technologies, and support college and career learning.

Through attrition, the district will gradually eliminate all non-aligned textbooks, and explore new media alternatives to begin shifting from physical textbooks to digitally based options. By 2015, we anticipate at least 25% of all traditional textbooks will be replaced by alternate media.

TEXTBOOKS 5 GUIDING PRINCIPLES

Aligns with the Common Core

Reflects our rich cultural heritage

Allows for differentiated instruction to meet individual student needs

Leverages emerging technologies

Supports college and career learning



SECTION 7

Assessment & Accountability

At DPS, assessment and accountability systems encompass a range of data collection, analysis and tools that provide exceptional data-based information useful for:

Tracking the effectiveness of teaching-learning methods

Tailoring instruction to match student readiness and capability

Monitoring continuous improvement initiatives

Data Systems

DPS has a superior instructional data collection system designed to support assessment and accountability. Assessment tools ensure rigor and align performance with a college-career ready curriculum. They integrate and advance all academic assets and drive specific internal and external improvement efforts. By the end of 2011-2012, meaningful instructional data will be collected and reported for all grade levels.

The Teacher Access Center provides a one-stop resource for all potential users, from the district to principals, teachers, students and parents. It’s a rich resource that offers the ability to optimize teaching and learning topics and techniques, to help both students and teachers achieve.

Assessment Categories

There are three basic types of assessments. They are:

Summative assessments

Formative assessments

Predictive assessments

Summative and formative assessments are used to accurately, effectively and efficiently inform instruction. Summative or traditional assessments of learning are conducted to determine if students are meeting state, district or classroom/grade-level standards. They occur after a specific instructional unit has been delivered or at specific time periods to determine how much learning has occurred.

Formative assessments are conducted as part of the learning process to determine whether or not learning is occurring. They check for student understanding and provide feedback to both



students and teachers during the learning experience. They help teachers refine, reshape and differentiate instruction to improve student achievement. The goal is to assess how students are evolving as learners and determine what teachers can do to assist learning mastery.

Predictive assessments are used to improve teaching and learning outcomes. Predictive assessments involve the development of custom tests that help predict student performance on state tests and identify areas where students need additional development work. This information helps teachers create or refine instructional plans to focus on areas needing improvement. Additional testing can then reveal if the instructional intervention was successful, or if further review and instruction is required.

Early Warning System

The current data system allows us to analyze a variety of risk factors and use that information to create an early warning. The risk analysis focuses on a basic hypothesis: If the student does [this], then [this outcome] is likely to occur. Risk factors include but are not limited to general indicators, such as attendance, discipline, retention and credit deficits.

When a risk behavior occurs, it triggers the Early Warning System (EWS). This prompts a range of actions, such as a communication to the parent, teacher and principal describing the risk trigger and encouraging appropriate corrective or supportive intervention. The enhanced data system, which will be fully in place by the end of 2011-2012, provides more flexibility and greater detail to improve the early warning and response process.

End of Course Exams

By 2015, the district must demonstrate its ability to meet state accountability standards. As part of this transition, End of Course (EOC) exams will be required for grades nine through twelve.

To implement the End of Course (EOC) requirement in a systematic, incremental way, DPS has established an EOC strategy. This entails pilot-testing End of Course exams with ninth grade students. The high-level plan is as follows:

2012 – Conduct a pilot test (100 students)

2013 – Establish a test baseline (all students)

2014 – Assess test results against the goal (70% pass)

2015 – Meet state accountability standards



It’s important to recognize that the state’s accountability standards will be revised in 2014. These revisions will affect assessment and accountability functions in unknown ways, but the district goals and criteria for success remain unchanged.

HIGHLIGHTS ASSESSMENT & ACCOUNTABILITY SYSTEMS

OVERVIEW The district has a powerful, comprehensive data-driven assessment and reporting system, called Acuity. The system is fully integrated and it provides nearly real-time feedback to:

Identify learning gaps Monitor student progress Provide information useful for adapting lessons and teaching practices Establish learning targets Provide feedback to students and parents Guide instructional content and delivery adjustments

LEVEL

REPORT DESCRIPTION

USED BY*

VALUE-ACTION

TYPE

Students Student Portfolio Report Highlights individual performance in particular subjects and tests over time

Teacher Parent

Individualized instruction strategies

Formative

Classrooms

Classroom Matrix Report Shows how students in a class performed on each test item or skill assessment to pinpoint trends and reinforcement needs

Teacher AAT

Differentiated instruction Curriculum adjustment

Formative

Buildings

Item Analysis Report Identifies specific grade- level content requiring greater emphasis and clarity

Principal IST

Differentiated instruction Curriculum adjustment

Formative Summative

Distractor Analysis Report Highlights possible student misconceptions and learning needs

Teacher IST

Differentiated instruction Prof. development

Formative Summative

Special Special Cohort Allows custom report generation to make specific comparisons to identify achievement gaps

IST Targeted solutions Formative Summative

District

Assessment Report Shows individual or group performance against general, NCLB or Common Core state standards

CIA Team General strategies Targeted solutions

Formative Summative

State Summary Reports Captures overall district performance according to state criteria

CIA Team General strategies Targeted solutions

Summative

*AAT – Academic Achievement Team; IST – Instructional Specialist Team; CIA – Curriculum, Instruction, Assessment



Assessment & Accountability Development Process

To put the assessment and accountability systems development challenge in perspective, we’ve developed a high-level overview to spotlight the anticipated sequence and timing of major milestones. Detailed action plans are being developed for each line item shown.

OVERVIEW ASSESSMENT & ACCOUNTABILITY SYSTEMS DEVELOPMENT PROCESS

2011-2012 2012-2013 2013-2014 2014-2015

1. Build assessments into pacing guides

2. Use assessments to drive curriculum dev.

3. Define formative-summative assessments

4. Develop early warning process

5. Implement fully integrated data system

6. Develop Triangle profiles using DPS criteria

7. Confirm early warning process is operational

8. Revise system to reflect Common Core Standards

9. Revise system to mesh with state testing criteria

10. Confirm all system components are in place



SECTION 8

Educational Technology

The district has a detailed, state-approved Technology Plan to guide technology acquisition and implementation. Technology is a tool to support teaching and learning, not drive it. Therefore, from an instructional perspective, technology focuses on four issues:

Teacher Support Technologies

Learner Support Technologies

Shared Support Technologies

Moving from Textbooks to Technology

The Technology Plan includes details regarding technology and how it supports both curriculum and instruction. Components of the plan describe curriculum alignment and instructional integration strategies for English/language arts, fine arts, foreign language, mathematics, science, social studies and technology. The plan addresses five phases of technology integration, which will be incorporated into DPS curriculum as appropriate.

Teacher Support Technologies

Teacher support technologies include all hardware and software that support effective instruction and academic achievement. A wide range of hardware is installed or accessible in every district building and in most classrooms. Technologies range from in-class video resources to document cameras, computers and projectors. These technologies allow teachers to access and utilize a range of media resources to optimize instruction.

Learner Support Technologies

Learner support technologies include all hardware and software designed to support student learning and technological skill building. Technologies available in classrooms, libraries and learning labs include state-of-the-art computers, science and research laboratories, library and media centers, and career-specific technology centers.

TECHNOLOGY INTEGRATION 5 PHASES

Entry – Learn the basics of the new technology

Adoption – Use the new technology to support traditional instruction

Adaptation – Integrate new technology into the classroom

Appropriation – Incorporate the technology as one of many learning tools

Invention – Discover new uses for technology tools



Shared Support Technologies

All of the technologies above are shared fluidly to achieve results. In addition, however, the district has the infrastructure and technology to support online coursework.

This capacity can be used to offer courses online for students. It can also be used to deliver professional and skill development content for teachers and administrators. The initial steps have been taken to achieve both goals, and by 2015, online student and educator options will be in place and fully functional.

Textbooks to Technology

To put the textbook, technology and software acquisition challenges in perspective, we’ve developed a high-level overview to spotlight the anticipated sequence and timing of major milestones. Detailed action plans are being developed for each line item shown.

OVERVIEW TEXTBOOKS TO TECHNOLOGY

2011-2012 2012-2013 2013-2014 2014-2015

1. Define 3-year textbook acquisition calendar

2. Define immediate replacement needs

3. Create decision model for media acquisition

4. Evaluate alternate media options

5. Recommend select alternate media options

6. Define online strategy for students

7. Define online strategy for teachers

8. Acquire-implement alternate media



SECTION 9

Implementation

The Academic Plan is a significant accomplishment. No plan, however, has the power to transform district performance and assure a high-quality education for every student. The plan simply provides a solid strategic framework, which must be translated into action.

We have more than 15,000 reasons to succeed, and to meet this challenge, we must do the work.

Continuous Improvement

Continuous improvement programs are and must be longterm, ongoing efforts executed with intention and dedicated to leveraging incremental improvements over time. This plan defines the scope of work ahead and identifies the district’s top priorities regarding academic achievement.

Academic achievement is the ultimate process challenge. To reach the defined goals, everyone from the classroom to the central office must maintain a laser-like focus on the defined priorities and be willing and able to grasp, implement, execute and sustain defined achievement processes with consistency and precision. A variety of mandated improvement processes are in place, and they will continue as part of this plan.

Continuous improvement is much more than a status or designation imposed by the state. It’s a way of systematically managing and perfecting both the day-to-day and longterm activities of the district.

Our challenge is to accomplish the goals identified, and then in 2015, define meaningful new goals and objectives that leverage achievements and build upon this foundation.

The essence of continuous improvement is that milestones may be reached, but the process itself consists of a sustained, seamless commitment to refinement and advancement.

QUALITY PROCESSES 9 PRINCIPLES

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Transparent

Clearly defined start and end points

Sequential

Logical

Time limited

Sustainable

Documented

Continuously refined and updated

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Creating the first of sixteen 90-Day Action Plans (four per year throughout the four-year plan) to jumpstart the Academic Plan implementation

The 90-Day Action Plans ensure the Academic Plan remains dynamic, responsive and meaningful. They divide the immediate work into manageable increments. The first series will focus on work in progress, such as the pacing guides, and high-priority efforts like the Non-Negotiable initiatives.

The plans will identify action-item owners and champions, to allow every individual to self-manage and self-monitor. Action items will be linked to the core function they’re designed to advance. Furthermore, the 90-Day Action Plans will ensure day-to-day activities support the overarching goals of this plan and tracking and monitoring is part of a continuous, ongoing process. They will also serve as a useful vehicle for reporting current, meaningful measures to the Board on a quarterly basis.

Let’s get to work.▲

REFERENCES & RESOURCES An extensive array of references, resources and tools are available online (www.dps.k12.oh.us) and through the office of Curriculum & Instruction. Resources include: ACADEMIC TARGETS

Instructional & Operational 5-Year Targets: 2010-2015 Academic Plan: Part 1 – Meeting the Challenge Academic Plan: Part 2 – 15,000 Reasons to Succeed

ASSETS &INITIATIVES

Non-Negotiable Standards & Initiatives

ASSESSMENT & ACCOUNTABLITY

Teacher Access Center

CAPACITY Tooling Up for Transformation

Textbook Acquisition Plan Textbooks to Technology Plan

CURRICULUM & INSTRUCTION

Common Core State Standards Curriculum Plan Pacing Guides Lesson Plan Templates Next Steps in the Improvement of the Dayton Public Schools: Recommendation Worktable

EDUCATIONAL TECHNOLOGY

Technology Plan

IMPLEMENTATION DPS Academic Organizational Structure

Academic Plan Implementation: 90-Day Action Plans STRATEGIC ALIGNMENT

DPS Strategic Plan Race to the Top Initiative Next Steps in the Improvement of the Dayton Public Schools, by the Council of the Great City Schools, 2008 Raising Student Achievement in the Dayton Public Schools, by the Council of the Great City Schools, 2002

115 South Ludlow StreetDayton, Ohio 45402www.dps.k12.oh.us

937.542.3000

part 2 15,000 reasons to succeed - dayton public …000 reasons to succeed board of education nancy...

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