LEA Scope of Work. Buckeye Online School for Success LEA IRN: YEAR 3 LEA Contact: Jason Duke (jduke@go2boss.com) YEAR 3

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1 LEA Scope of Work LEA Name: Buckeye Online School for Success LEA IRN: YEAR 3 LEA Contact: Jason Duke (jduke@go2boss.com) YEAR 3 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 president (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.

2 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 innovation. Together, we are transforming our state s education system. We are now front and center in the national spotlight poised to deepen our work through our Race to thetop strategy. This is an exhilarating moment, and the Ohio Department of Education is proud 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 our 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% Reduce 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 realizing greater successes in school and life. Directions: This Scope of Work template is available online at Participants should complete the form online and submit it by clicking on the Submit button. All Scopes of Work are due October 22, In addition to the budget totals on this form, LEAs will submit a more detailed budget in the CCIP.

3 RACE TO THE TOP: LEA SCOPE OF WORK NARRATIVE: 4-6 PAGES RACE TO THE TOP VISION 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? By 2014, Buckeye Online School for Success will be an efficient, effective, and data-driven educational option for students seeking an e-school experience in the state of Ohio. Buckeye Online School for Success will use open communication, transparency, and data collection and analysis as key stepping stones to this goal. By 2014, Buckeye Online School for Success will establish clear standards of excellence for all stakeholders. These standards will require awareness and accountability at all levels. All stakeholders must take ownership in the Buckeye Online School for Success; this ownership comes with the responsibility of maintaining standards of excellence. By 2014, administrators at the Buckeye Online School for Success will receive training in the use, collection, and analysis of student data. Administrators will commit to making key decisions based on student data collected throughout the school year. Administrators will also use data analysis to set rigorous, but attainable goals for the school year. These goals must will be communicated to the staff and implemented in a timely manner. By 2014, teachers will be highly trained and well-versed in the new Ohio Core Content Standards. School goals will be made clear to staff in a timely manner so that these goals can be woven into instruction. Teachers will be held to a high standard of accountability within the multiple components of their work, including the use of student growth as an evaluation tool. Evaluations will be given in a timely and constructive manner. Consistently low-performing teachers will be given professional development opportunities to further their ability to meet student needs in the classroom. Teachers will also be given streamlined access to student data, as well as training in the usage of formative assessments, summative assessments, and value added measures to aid them in making data-driven educational decisions in the classroom. By 2014, students will receive instruction that is completely aligned to the new Ohio Core Content Standards. Student data will be linked to the student as well as the teacher so that data analysis on student progress can take place in an efficient and effective manner. Students, as well as parents, will be encouraged to give frequent feedback as to the educational options and services received. As always, the student will remain the center of focus for the Buckeye Online School for Success. 1

4 RACE TO THE TOP PRESSING ISSUES What are your LEA s most pressing issues in each of the four assurance areas? Standards and Assessments 1. Curriculum, in all forms, must be critically evaluated to ensure standards alignment by Staff must actively participate in training and professional development in the new Ohio Content Standards. 3. Staff must actively participate in training and professional development in Ohio's new assessment program, including the expanded KRA- L test. 4. Formative assessment must be checked for standards alignment. 5. Staff must be given a forum to coordinate best-practices and techniques for the unique setting that BOSS provides. Using Data to Improve Instruction 1. Better stakeholder communications are necessary to increase awareness of the need for baseline testing and data. 2. Data collection and analysis must be streamlined to be effective. 3. Staff must be trained in the use of formative and summative assessments, as well as the use of the value added measure. 4. Turnout for baseline assessments is critically low. BOSS must address this issue to ensure that baseline data is timely and accurate. Great Teachers and Leaders 1. Evaluation system must be formalized and carried out at all levels of the organization. This must include professional planning for inexperienced and consistently low performing teachers. 2. Positions in the traditionally hard-to-staff fields are becoming harder to staff. BOSS must actively compete for highly effective, experienced teachers while actively recruiting highly talented teaching prospects who are new to the classroom. 3. Multiple job responsibilities could create difficulties in creating an effective evaluation system. 4. Teachers must be proactive in researching standards-based professional development. Membership in professional associations as well as partnerships with local education agencies and state universities may be helpful in this area. Turning Around the Lowest-Achieving Schools Not Applicable according to House Bill 1 2

5 SUCCESS FACTORS AND POSSIBLE RISKS 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? For BOSS to successfully transform to a highly effective school by 2014, it will take the complete and total commitment and effort from all stakeholders. Staff, students, parents, board members, and community leaders must maintain open and honest communication while holding themselves and each other to an exceptional standard. For communication to be meaningful, all entities must have a voice that is heard at all levels of the organization. In our setting, electronic communication and feedback is vital. BOSS is well within its capabilities in this realm; however, sweeping change does not occur in a vacuum. BOSS must also rely on the cooperation of other education agencies at the state and local level. Partnerships must be established with both ODE and other Race to the Top Applicants to ensure that we have the support and resources necessary to implement our plan of reform. Evaluations of staff and curriculum will be much more systematic and regular, identifying gaps in instruction as well as possible solutions for those gaps. Outside entities such as ODE and local educational service centers will be vital in the training and professional development that must go into this program. While reaching out to new stakeholders, it is vital that our current stakeholders' voices be heard. Staff at all levels must be encouraged to identify and seek quick resolution to issues as they arise. Students, as well as parents, must be given ownership of the education that they receive at the Buckeye Online School for Success. Once again, communication becomes a primary focus. Staff, students, and parents must continue to be given every avenue of communication possible to provide input on the educational services provided by Buckeye Online School for Success. This plan does not come without risks. Higher accountability at all levels may meet with resistance from some stakeholders. Staff and enrollment retention, always a delicate balance in an e-school setting, could fluctuate, leading to disruption in the delivery of instruction. Finally, the greatest risk is the nature of BOSS itself. As a charter school, closure and accountability laws as well as funding issues are always a factor in every decision. However, BOSS will institute five principles that will guide the operations of the Race to the Top program. 1. Define excellence. Once excellence is defined, all stakeholders must be made aware of the standards for which they will be held accountable, and these standards will drive the decision-making process. 2. Set goals for stakeholders that are rigorous, but attainable. Reward success. 3. Maintain transparency at all levels. 4. Maintain a high level of professionalism at all levels of the organization. 5. Maintain the premise that the individual student is the center of every decision and the focus of all efforts. 3

6 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: Establish a Race to the Top Transformation Team that will provide guidance and oversight to Race to the Top initiatives by November 1, Establish a monthly communication session with the board of education during regularly scheduled board meetings by November 30, Establish correspondence with the staff and other stakeholders in regards to Race to the Top Initiatives via school newsletter excerpt by November 1, Submit finalized version of Scope of Work plan to the Ohio Department of Education (ODE) by November 12, Key Personnel: [List Transformation Team members and roles] Race to the Top Transformation Team member group of teachers and administrators Budget: 17% ($55,154.21) 4

7 SCHOOL YEARS 1-4: [SUGGESTED ACTIVITIES] LEA SCOPE OF WORK ACTIVITIES LEA ANNUAL PERFORMANCE MEASURE TARGETS 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 commitments 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 SCHOOL YEARS 1-4: [LEA SCOPE OF WORK ACTIVITIES] Buckeye Online School for Success has formed a Race to the Top Transformation Team of thirteen (13) eighteen (18) members, with seven (7) nine (9) of the members active in the classroom. The team will hold regular meetings over the next four years to report and evaluate Race to the Top initiatives. All communication in regards to Race to the Top will be viewed by all members of the team. Pertinent information will be distributed to the faculty in a timely manner. Newsletters will be provided to all stakeholders in the school and community to provide updates on Race to the Top initiatives. The Race to the Top Transformation Team will also present a progress report on a monthly basis to the Board of Education. SCHOOL YEARS 1-4: [LEA ANNUAL PERFORMANCE MEASURE TARGETS] Establish a Race to the Top Transformation Team that will provide guidance and oversight to Race to the Top initiatives by November 1, Establish a monthly communication session with the board of education during regularly scheduled board meetings by November 30, Establish correspondence with the staff and other stakeholders in regards to Race to the Top Initiatives via school newsletter excerpt by November 1, Submit finalized version of Scope of Work plan to the Ohio Department of Education (ODE) by November 12,

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9 Commitments: Assurance Area B: Standards and Assessments STATE PLAN SECTION: (B) (3) SUPPORTING THE TRANSITION TO ENHANCED STANDARDS AND HIGH-QUALITY ASSESSMENTS LEAs commit to participating in professional development on the new academic content standards and will contribute teacher and principal time to participate LEAs commit to revising existing local curricula in order to align with new state standards Goals: Provide opportunities for staff to attend professional development on the new content standards. Establish departments in each of the academic content fields as well as grade levels. Provide time and structure for the departments to collaborate. Review and revise all current curricula to ensure that it aligns with new common core standards. All new curriculum providers will be required to submit standards alignment documents prior to board approval for student use. Key Personnel: Transformation Team (Jason Duke- Teacher, Andrea Dobbins- Teacher, Jen Davidson- Teacher, Sunny Brick- Teacher, Tiffany Rudibaugh-Teacher, Erin Burke- Teacher, Randy Calhoun- Administration, Madelaine Friebe- Administration, Dana Vulgamore- Administration, Nikki Beadnell- Administration, Jenn Enochs- Administration, Michael Douglas- Administration) Curriculum Providers, Certified Personnel Budget: 31% ($101,800) 7

10 SCHOOL YEAR 1: [SUGGESTED ACTIVITIES] LEA SCOPE OF WORK ACTIVITIES LEA ANNUAL PERFORMANCE MEASURE TARGETS Become familiar with the new standards in English language arts, mathematics, science and social studies Participate in professional development opportunities on the new standards Use the curriculum models and the crosswalk documents to begin analyzing your current curriculum for needed changes SCHOOL YEAR 1: [LEA SCOPE OF WORK ACTIVITIES] By June 2, 2011, all certified staff will be made aware of the new core content standards. Formal departments will be established in the core subject areas to assure alignment of curricula to standards. Departments will meet a minimum of four times per school year. The departments will be responsible for finding quality professional development in their content area. Funds will be provided to help offset the costs for professional development and professional organization membership fees for certified staff. To ensure alignment, all current curriculum providers will be asked to provide alignment documentation to the new content standards by June 2, New curriculum providers will be required to provide alignment documentation prior to consideration for board approval. In-house curriculum developers will provide documentation of curriculum alignment to the board prior to approval for use. Lesson plan format will include the standards being addressed per week. Classroom observations will verify standards are being met. SCHOOL YEAR 1: [LEA ANNUAL PERFORMANCE MEASURE TARGETS] By June 2, 2011, 80% of all certified staff members will have documented attendance of at least one (1) professional development opportunity on curriculum content standards. By June 2, 2011, 100% of all certified staff will be assigned to a content department. By June 2, 2011, 100% of curriculum providers will be asked to provide appropriate documentation on standards alignment. SCHOOL YEAR 2: [SUGGESTED ACTIVITIES] 8

11 Ensure all educators are familiar with the new standards in English language arts, mathematics, science and social studies Participate in professional development on the standards, associated curriculum models and new assessments Conduct curriculum crosswalk activities in English language arts, mathematics, science and social studies at the district and building level to determine what changes are needed in local curricula Participate in professional development and/or pilot project opportunities on formative assessments and performance-based assessments If selected by ODE, participate in field testing items for the expanded Kindergarten Readiness Assessment SCHOOL YEAR 2: [LEA SCOPE OF WORK ACTIVITIES] By June 2012, all certified staff will be familiar with the new core content standards. Content Departments will meet a minimum of four times per school year. The departments will be responsible for finding quality professional development in their content area. Funds will be provided to help offset the costs for professional development and professional organization membership fees for certified staff. All current curriculum providers will have provided alignment documentation to the new content standards. Curriculum providers not meeting curriculum standards will be phased out of course offerings. New curriculum providers will be required to provide alignment documentation prior to consideration for board approval. In-house curriculum developers will provide documentation of curriculum alignment to the board prior to approval for use. Lesson plan format will include the standards being addressed per week. Classroom observations will verify standards are being met. By June 2012, BOSS will look to pursue and participate in pilot programs at the state and national level in the field of assessment. SCHOOL YEAR 2: [LEA ANNUAL PERFORMANCE MEASURE TARGETS] By June 2012, 85% of all certified staff members will have documented attendance of at least one (1) professional development opportunity on curriculum content standards. By June 2012, 100% of curriculum providers will have provided appropriate documentation on standards alignment. SCHOOL YEAR 3: [SUGGESTED ACTIVITIES] Revise local curricula to align with new standards in English language arts, mathematics, science and social studies Participate in professional development on curriculum supports and instructional resources developed by the state through regional peer review process 9

12 Participate in training and pilot opportunities on formative assessments and performance-based assessments Participate in professional development opportunities and online training for the new state assessments If selected by ODE, participate in field testing items for the expanded Kindergarten Readiness Assessment Ensure all kindergarten teachers participate in training on the administration of the expanded Kindergarten Readiness Assessment SCHOOL YEAR 3: [LEA SCOPE OF WORK ACTIVITIES] By June 2013, all core curricula will be aligned to the new core content standards. Content Departments TBTs will continue to meet a minimum of four times per school year. The departments will be responsible for finding quality professional development in their content area. Funds will be provided to help offset the costs for professional development and professional organization membership fees for certified staff. Certified staff will be granted time and encouraged to attend and participate in peer review forums at the regional and state level. Certified staff will be granted time and encouraged to attend and participate in professional development opportunities in formative and performance-based assessments at the regional and state level. Certified staff will be granted time and encouraged to attend and participate in professional development opportunities in the new state assessments at the regional and state level. In-house curriculum developers will continue to provide documentation of curriculum alignment to the board prior to approval for use. Lesson plan format will include the standards being addressed per week. Classroom observations will continue to verify standards are being met. By June 2013, BOSS will participate in pilot programs at the state and national level in the field of assessment pending board approval. BOSS will participate in training and pilot programs for the expanded Kindergarten Readiness Assessment pending board approval. SCHOOL YEAR 3: [LEA ANNUAL PERFORMANCE MEASURE TARGETS] By June 2013, 90% of all certified staff members will have documented attendance of at least one (1) professional development opportunity on curriculum content standards. By June 2013, 80% of all certified staff members will have documented attendance of at least one (1) professional development opportunity on peer review forums. By June 2013, 80% of all certified staff members will have documented attendance of at least one (1) professional development opportunity on formative and performance based assessments. 10

13 By June 2013, 80% of all certified staff members will have documented attendance of at least one (1) professional development opportunity on the new state assessments. By June 2013, 50% of all elementary certified staff will be trained in administering the expanded KRA-L KRA test. SCHOOL YEAR 4: [SUGGESTED ACTIVITIES] Ensure all local curricula are aligned with new standards in English language arts, mathematics, science, and social studies Ensure all teachers are teaching to the new standards and revised local curricula Integrate formative assessments and performance tasks into course activities Participate in professional development and online training for the new state assessments Participate in professional development on formative assessment strategies and performance tasks Ensure students engage in online practice testing for the new state assessments Ensure all kindergarten teachers administer the expanded Kindergarten Readiness Assessment SCHOOL YEAR 4: [LEA SCOPE OF WORK ACTIVITIES] By June 2014, all core curricula will be aligned to the new core content standards. Content Departments will continue to meet a minimum of four times per school year. The departments will be responsible for finding quality professional development in their content area. Funds will be provided to help offset the costs for professional development and professional organization membership fees for certified staff. Certified staff will be granted time and encouraged to attend and participate in professional development opportunities in formative and performance-based assessments at the regional and state level. Certified staff will be granted time and encouraged to attend and participate in professional development opportunities in the new state assessments at the regional and state level. In-house curriculum developers will continue to provide documentation of curriculum alignment to the board prior to approval for use. Lesson plan format will include the standards being addressed per week. Classroom observations will continue to verify standards are being met. By June 2014, BOSS will have fully implemented the expanded Kindergarten Readiness Assessment. By June 2014, BOSS will have fully implemented the state online practice assessment program. 11

14 SCHOOL YEAR 4: [LEA ANNUAL PERFORMANCE MEASURE TARGETS] By June 2014, 95% of all certified staff members will have documented attendance of at least one (1) professional development opportunity on curriculum content standards. By June 2014, 85% of all certified staff members will have documented attendance of at least one (1) professional development opportunity on formative and performance based assessments. By June 2014, 85% of all certified staff members will have documented attendance of at least one (1) professional development opportunity on the new state assessments. By June 2014, 100% of all elementary certified staff will be trained in administering the expanded KRA-L test. By June 2014, 100% of all kindergarten students will be given the expanded Kindergarten Readiness Assessment. By June 2014, 80% of all students in testing grades will participate in the state's online practice assessment program. 12

15 Assurance Area C: Using Data to Improve Instruction Commitments: STATE PLAN SECTION: (C) (3) USING DATA TO IMPROVE INSTRUCTION LEAs with a functioning instructional improvement system (as defined by Race to the Top) commit to its active use at the classroom level LEAs without an instructional improvement system (as defined by Race to the Top) commit to adopt a qualifying system 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 LEAs commit to making instructional improvement system data available to researchers, consistent with the state s broader research agenda LEAs commit to partnering with institutions of higher education to evaluate and implement innovative education models Goals: 1. Evaluate and revise or replace current instructional improvement system. 2. Evaluate and revise or replace current formative assessment program. 3. Commit to district and classroom level instructional improvement system that will make data readily available to outside researchers. 4. Seek out and commit to partnerships with institutes of higher education, including local educational entities and state universities. Key Personnel: In-house instructional technology staff, Race to the Top Transformation Team, current EMIS staff, marketing staff, administration, board of education Budget: 20% ($64,781) 13

16 SCHOOL YEAR 1: [SUGGESTED ACTIVITIES] LEA SCOPE OF WORK ACTIVITIES LEA ANNUAL PERFORMANCE MEASURE TARGETS 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 regularly Participate in sessions to assist the state in establishing system requirements for an Instructional Improvement System that meets RttT criteria Participate in the teacher-student data link process to ensure accuracy of value-added data Participate 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 available for this purpose, establish partnerships with business or community organizations Cooperate with research/evaluation initiatives as requested SCHOOL YEAR 1: [LEA SCOPE OF WORK ACTIVITIES] By June 2011, BOSS will evaluate its current instructional improvement program to see if it is meeting current student and teacher needs. BOSS will ensure that teachers and staff are properly using the current instructional improvement system. During the school year, BOSS will actively seek out and participate in sessions to assist the state in establishing system requirements for an Instructional Improvement System that meets RttT criteria. During the school year, BOSS will participate in the teacher-student data link process to ensure accuracy of value-added data. By June 2011, BOSS will offer all certified staff professional development in the use of formative assessment. During the school year, BOSS will further its relationship with Kent State University- East Liverpool, and also pursue additional partnerships with other institutes of higher learning. During the school year, BOSS will expand its relationships with business and community partners. BOSS will continue to participate in research initiatives, pending board approval. SCHOOL YEAR 1: [LEA ANNUAL PERFORMANCE MEASURE TARGETS] BOSS staff will participate in at least 50% of all sessions to assist the state in establishing system requirements for an Instructional Improvement System that meets RttT criteria. 14

17 By June 2011, BOSS will be 100% compliant in the participation and expectations of the teacher-student data link process. By June 2011, 80% of BOSS certified staff will participate in at least one (1) professional development opportunity in the use of formative assessment. By June 2011, BOSS will establish relationships with at least two new community partners within each of the major regions of the state. During the school year, BOSS will cooperate with 100% of all board-approved research initiatives. SCHOOL YEAR 2: [SUGGESTED ACTIVITIES] (For LEAs that will adopt the state Instructional Improvement System) Attend professional development on the Instructional Improvement System (For LEAs with a qualifying Instructional Improvement System) Ensure that teachers actively and regularly use the Instructional Improvement System at the classroom level Participate in professional development on formative assessments Evaluate existing 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 SCHOOL YEAR 2: [LEA SCOPE OF WORK ACTIVITIES] By June 2012, BOSS will ensure that teachers and staff are properly using the current instructional improvement system existing instructional improvement systems. During the school year, BOSS will actively participate in sessions to assist the state in establishing system requirements for an Instructional Improvement System that meets RttT criteria. During the school year, BOSS will continue to participate in the teacher-student data link process to ensure accuracy of value-added data. During the school year, BOSS will offer all certified staff professional development in the use of formative assessment. BOSS will work to develop district-level teams to evaluate existing local formative assessment programs to identify strengths and areas that require improvement. Moving to Year 3. 15

18 During the school year, BOSS will further its relationship with Kent State University- East Liverpool, and also pursue additional partnerships with other institutes of higher learning. During the school year, BOSS will expand its relationships with business and community partners. BOSS will continue to participate in research initiatives, pending board approval. SCHOOL YEAR 2: [LEA ANNUAL PERFORMANCE MEASURE TARGETS] BOSS staff will participate in at least 50% of all sessions to assist the state in establishing system requirements for an Instructional Improvement System that meets RttT criteria. During the school year, BOSS will be 100% compliant in the participation and expectations of the teacher-student data link process. By June 2012, 85% of BOSS certified staff will participate in at least one (1) professional development opportunity in the use of formative assessment. Move to year 3. By June 2012, BOSS will establish relationships with at least two new community partners within each of the major regions of the state. During the school year, BOSS will cooperate with 100% of all board-approved research initiatives. SCHOOL YEAR 3: [SUGGESTED ACTIVITIES] (For LEAs adopting the state Instructional Improvement System) Participate in acceptance testing of the Instructional Improvement System (For LEAs adopting the state Instructional Improvement System) Participate in professional development on the Instructional 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 Evaluate 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 program Participate in professional development on new state assessments SCHOOL YEAR 3: [LEA SCOPE OF WORK ACTIVITIES] By June 2013, BOSS will ensure that teachers and staff are properly using the current instructional improvement system. 16

19 During the school year, BOSS will participate in acceptance testing of the IIS. During the school year, BOSS will continue to participate in the teacher-student data link process to ensure accuracy of value-added data. During the school year, BOSS will work collaboratively with the state and/or other participating districts to develop or strengthen the formative assessment program. During the school year, BOSS will actively pursue professional development in the new state assessment program. During the school year, BOSS staff will complete face-to-face and online professional development modules focused on content-specific formative instruction as available. During the school year, BOSS will further its relationship with Kent State University- East Liverpool, and also pursue additional partnerships with other institutes of higher learning. During the school year, BOSS will expand its relationships with business and community partners. BOSS will continue to participate in research initiatives, pending board approval. SCHOOL YEAR 3: [LEA ANNUAL PERFORMANCE MEASURE TARGETS] During the school year, BOSS will be 100% compliant in the participation and expectations of the acceptance testing for the state IIS. During the school year, BOSS will participate in at least two (2) collaborative efforts with the state or participating districts in the use or development of a new formative assessment program. By June 2013, 90% of BOSS certified staff will participate in at least one (1) professional development opportunity in the use of formative assessment. By June 2013, BOSS will actively participate in at least 50% of the professional development opportunities offered by ODE in the new state assessment program. By June 2013, BOSS will establish relationships with at least two new community partners within each of the major regions of the state. During the school year, BOSS will cooperate with 100% of all board-approved research initiatives. 17

20 SCHOOL YEAR 4: [SUGGESTED ACTIVITIES] Assess the use of the Instructional Improvement System at the classroom level and continue to deepen the focus on data-based instruction Ensure all teachers have completed face-to-face and online professional development modules on content-specific formative assessments 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 Participate in professional development on the implementation of new state assessments SCHOOL YEAR 4: [LEA SCOPE OF WORK ACTIVITIES] y June 2014, BOSS will fully implement the Instructional Improvement System at the classroom level and provide professional development opportunities to continue to strengthen the focus on data-based instruction. During the school year, BOSS will continue to participate in the teacher-student data link process to ensure accuracy of value-added data. During the school year, BOSS will begin initial implementation of new or refined formative assessment program. During the school year, BOSS will actively pursue professional development in the new state assessment program. During the school year, BOSS staff will complete face-to-face and online professional development modules focused on content-specific formative instruction as available. During the school year, BOSS will further its relationship with Kent State University- East Liverpool, and also pursue additional partnerships with other institutes of higher learning. During the school year, BOSS will expand its relationships with business and community partners. BOSS will continue to participate in research initiatives, pending board approval. SCHOOL YEAR 4: [LEA ANNUAL PERFORMANCE MEASURE TARGETS] During the school year, BOSS will be 100% compliant in the use of the state IIS. 18

21 By June 2014, 100% of BOSS certified staff will participate in at least one (1) professional development opportunity in the use of formative assessment. By June 2014, BOSS will actively participate in at least 50% of the professional development opportunities offered by ODE in the new state assessment program. By June 2014, BOSS will establish relationships with at least two new community partners within each of the major regions of the state. During the school year, BOSS will cooperate with 100% of all board-approved research initiatives. 19

22 Commitments: Assurance Area D: Great Teachers and Leaders Measure Student Growth 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. LEAs commit to identify measures of student growth for grades and subjects that do not receive value-added reports Evaluation Systems LEAs commit to adopting comprehensive evaluation systems and definitions of effective and highly effective teachers and principals which encompass multiple measures including student growth as one of multiple significant factors, and which are aligned with criteria established by the state. Recognizing the complexities of implementing new evaluation systems in a collective bargaining state, LEAs commit to designing revised evaluation systems, implementing pilots, and providing training, with full implementation within four years LEAs commit to annual evaluations of all teachers and principals within a comprehensive performance assessment system that includes standardsbased observation, measures of student growth, and other varied evaluations formats aligned with state criteria LEAs commit to using data and results from the evaluation system in the planning of district professional development programs and in the decisionmaking process for budget development (building and district) LEAs commit to using evaluation results in promotion and retention decisions. LEAs commit to implement the Teacher Residency program with Lead Teacher(s) as specified in House Bill 1 LEAs commit to including evaluation results as a significant input into tenure decisions LEAs commit to employing evaluation results as a significant input to removal decisions and will commit to not allowing persistently 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 LEAs commit to collaboratively creating and implementing a plan that provides innovative strategies for placing highly effective teachers in highpoverty 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 based solely on seniority.) LEAs will implement recruitment and professional development strategies to increase the pool of effective teachers available in the LEA for hard-tostaff subjects and specialty areas including mathematics, science, special education, English language learner programs; and teaching in other areas as identified by the LEA. Effective Support to Teachers and Principals LEAs commit to implementing the residency program as specified in House Bill 1 with additional, intensive supports for new teachers in the lowest- 20

23 performing schools. LEAs commit to using the state s professional development standards when designing and implementing professional development. LEAs commit to using the state s professional development standards when evaluating the effectiveness of professional development. 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) Evaluate current school practices and professional development related to the integration, use, and reporting of value-added data. Identify, field-test, and implement other measures of student growth that can be used to supplement value-added growth data. Determine how student growth will be measured for teachers in subjects or grade levels that do not have statewide standardized tests. Continue to refine other identified measures of student growth used to supplement value-added data. Commit to adopting comprehensive annual evaluation systems and definitions of highly effective teachers and principals. Commit to using data results from the evaluation system in staffing decisions and professional development planning. Implement the teacher residency program. Develop a plan that details innovative strategies the district will use to recruit, place, and retain highly effective teachers. Conduct working conditions assessments and develop an action plan and strategies for improving working conditions. Collect and review teacher retention and attrition data. Commit to using the state s professional development standards when evaluating the effectiveness of professional development. Key Personnel: BOSS Staff, board of education, Ohio Department of Education, Race to the Top Transformation Team, Local Professional Development Committee 21

24 Budget: 31% ($101,800) SCHOOL YEAR 1: [SUGGESTED ACTIVITIES] Measure Student Growth LEA SCOPE OF WORK ACTIVITIES LEA ANNUAL PERFORMANCE MEASURE TARGETS Examine current district and school practices related to the use of value-added data Attend professional development training sessions on the use of value-added data Utilize teacher-student linkage tools to ensure the accuracy and quality of value-added data Distribute and utilize annual value-added reports for principals and teachers with tested grades Evaluation Systems Establish district project teams to work on the design of teacher and principal evaluation systems that include annual evaluations, the use of student growth measures as one of multiple significant factors, and other state and federal criteria Attend training sessions and use gap analysis tools to determine the degree of alignment of current teacher and principal evaluation systems to state models and federal criteria Equitable Distribution of Effective Teachers and Principals Conduct a needs assessment to determine whether there are inequities in the assignment of educators to high-poverty and high-minority schools 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 Webbased Recruitment System Participate in professional development on best-in-class recruitment and retention strategies and tools Build a high-quality applicant pool by establishing partnerships with teacher education programs and institutions 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 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

25 For schools designated as persistently low-achieving, provide co-teaching support for new teachers Send lead teachers and mentors to required Teacher Residency program training and credentialing provided by state lead trainers Assess current professional development to determine if it meets state professional development standards Develop a professional development plan to support local Race to the Top strategies SCHOOL YEAR 1: [LEA SCOPE OF WORK ACTIVITIES] Measure Student Growth BOSS will examine current district and school practices related to the use of value-added data. BOSS will attend professional development training sessions on the use of value-added data. BOSS will utilize teacher-student linkage tools to ensure the accuracy and quality of value-added data. BOSS will distribute and utilize annual value-added reports for principals and teachers with tested grades. Evaluation Systems BOSS will establish project teams to work on the design of teacher and principal evaluation systems that include annual evaluations, the use of student growth measures as one of multiple significant factors, and other state and federal criteria. BOSS will attend training sessions and use gap analysis tools to determine the degree of alignment of current teacher and principal evaluation systems to state models and federal criteria. Equitable Distribution of Effective Teachers and Principals BOSS will conduct a needs assessment to determine the district s hard-to-staff subject and specialty areas and report data to the state through the Web-based Recruitment System. BOSS will participate in professional development on best-in-class recruitment and retention strategies and tools. BOSS will build a high-quality applicant pool by establishing partnerships with teacher education programs and institutions. BOSS will review current hiring processes and interview protocols to determine if the district should use standards-based interview protocols. 23

26 Effective Support to Teachers and Principals BOSS will actively participate in 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 BOSS will provide support for new teachers. BOSS will send lead teachers and mentors to required Teacher Residency program training and credentialing provided by state lead trainers. BOSS will assess current professional development to determine if it meets state professional development standards. BOSS will develop a professional development plan to support local Race to the Top strategies. SCHOOL YEAR 1: [LEA ANNUAL PERFORMANCE MEASURE TARGETS] By June 2011, 80% of District administrators and certified staff will participate in professional development on incorporating value-added measures. By June 2011, 100% of designated school level teams will conduct a gap analysis to determine the degree of alignment of current teacher and principal evaluation systems. By June 2011, BOSS will develop a plan to delineate effective strategies to recruit, place, and retain highly effective teachers. By fall of 2011, 100% of Resident Educator Mentors will be trained and certified. During the school year, BOSS will actively participate in at least 50% of offered 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 During the school year, 100% of new teachers at BOSS will be provided a mentor and observation opportunities. By June 2011, 100% of all professional development offered to BOSS employees will meet predetermined state and federal guidelines. 24

27 SCHOOL YEAR 2: [SUGGESTED ACTIVITIES] Measure Student Growth Attend professional development training sessions on the use of value-added data Utilize teacher-student linkage tools to ensure the accuracy and quality of value-added data Distribute and utilize annual value-added reports for principal teachers with tested grades to inform professional development and areas of performance improvement 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 Determine how student growth will be measured for teachers in subjects or grade levels that do not have statewide standardized tests Evaluation Systems Develop comprehensive models for teacher and principal evaluations, including timelines, activities, and personnel, with the goal of full implementation of new evaluation system by Provide training to teachers and principals on the use of the new comprehensive evaluation system Begin piloting components of the revised evaluation system and use data to inform changes Report to ODE the state of the evaluation systems in terms of alignment to state and federal criteria Use data and results from the evaluation system in making decisions about professional development programs and budgets at the district and school level Review current process for removing ineffective teachers and principals and develop plan to remove persistently low performing teachers and principals 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 Develop a plan that details innovative strategies the district will use to recruit, place, and retain highly effective teachers in high-poverty and highminority schools, including strategies such as additional compensation, creating professional learning communities, placing teams of effective teachers in such schools, and distributive leadership models. Include factors other than or in addition to seniority. (For districts with turnaround schools) Conduct working conditions assessments and develop an action plan and strategies for improving working conditions 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 Fully implement the Teacher Residency program for all new teachers 25

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