High Priority

Low Priority

Completed

Race to the Top Scope of Work Action Steps Years Three (2012-13) and Four (2013-14)

Transformation Team and Transparent Communication Year Three 2012-13 Year Four 2013-14
Take time to reflect on the work of the district toward meeting the goals set forth in the RttT plan and the district plan. Review and revise our RttT plan of action based on the work of the DLT/BLTs as well as data collected. Continue to report to the DLT and School Board and to post all new information as well as minutes on our DLT link. Take time to reflect on the work of the district toward meeting the goals set forth in the RttT plan and the district plan. Review and revise our RttT plan of action based on the work of the DLT/BLTs as well as data collected. Continue to report to the DLT and School Board and to post all new information as well as minutes on our DLT link.

Assurance Area B: Standards and Assessment Year Three 2012-13 Year Four 2013-14
Common Core State Standards and Ohio Revised Content Standards
Teachers will continue to work collaboratively to implement instruction around the new standards in ELA, math, science and social studies and continue following the timelines to implement the CCSS and Ohio Revised standards across grade levels. DLT will ensure that each grade/department is fully implementing the Common Core State Standards (ELA/math) and Ohio Revised Standards (science/social studies) and have identified learning targets (i.e. Student Learning Objectives)

State-Developed Online Assessments

Teachers will participate in any training sessions Teachers at each level will continue to participate made available by PARCC or the ODE to prepare in professional development opportunities on for the new online assessments and will use online PARCC formative assessments and online training practice testing for the new state assessments for PARCC new state assessments. They will be with their students. given time and resources to align learning targets and common formative assessments with these new state assessments. VWCS will ensure all kindergarten teachers participate in training on the administration of the Expanded Kindergarten Readiness Assessment (EKRA). Grade level/department TBTs will update annual Grade level/department level TBTs will revise and assessment plans that include what common update their annual assessment plans that include assessments will be used and when they will be what common assessments will be used and when administered. they will be administered. Teachers will use common formative and VWCS will consider participation in pilots of summative assessments based on the new formative assessments, FAMS and FIP (i.e. middle standards in their classrooms. school level formative assessment, etc.) and performance-based assessments, as available. STEM (Science, Technology, Engineering and Mathematics)
Identify a Technology Leadership Team that will gather resources and begin creating a timeline/continuum for expanding implementation of STEM and pursue supportive funding opportunities that align with the expansion of these best practices. The Technology Leadership Team will continue to gather resources and update the annual timeline/continuum for expanding implementation of STEM and will pursue funding to support expansion of STEM programs across the district.

Assurance Area C: Using Data to Improve Instruction Year Three 2012-13 Year Four 2013-14
Instructional Improvement Systems (IIS)
DLT will determine the use of the IIS. We are waiting on the state model and plan a gap analysis based on our local IIS and the state model. Teachers will participate in training on the state IIS when it is made available. Teachers will participate in training on IIS when it is available. VWCS will ensure teachers are actively using the IIS in the classroom to inform instruction. VWCS will cooperate with approved research initiatives by making IIS data available. VWCS will assess the use of the IIS if selected.

Common Assessments and Formative Instruction

All teachers will participate in continued training regarding content-specific formative assessment programs and formative instruction with their TBTs. TBTs at non-departmentalized grade levels will be using data from the current formative assessment process to inform instruction and will use the knowledge gained to create common assessments for all remaining content areas. TBTs at departmentalized grade levels will be using data from the math formative assessment programs to inform instruction and will use knowledge gained from creating and using assessments to create common assessments for all remaining content areas. TBTs will participate in professional development on using the 5 step data process to inform instruction and improve student achievement by analyzing data gathered from common formative assessments, AIMSweb, value added and other sources. VWCS will continue to develop the expertise of the Assessment Leadership Team to lead professional development and ongoing implementation of formative instructional practice. The RtI team will evaluate fidelity of implementation and effectiveness of Tier II interventions in grades K-8. The RtI team will establish a functional assessment protocol to be used for decision making under the RtI model. All teachers will participate in continued training regarding content-specific formative assessment programs and formative instruction with their TBTs. TBTs at non-departmentalized grade-level teams will use the models created in math and ELA to develop formative assessment programs for remaining content areas.

TBTs at all levels will continue using data from formative assessment programs to inform instruction at data team meetings using the 5 step data process monthly.

VWCS will fully implement formative instructional techniques as well as full utilization of the state IIS when it is available.

Response to Intervention
The RtI team will utilize a protocol for disability determination or entitlement decisions

Assurance Area D: Great Teachers Great Leaders Year Three 2012-13 Year Four 2013-14
Measure Student Growth
Continue to implement activities and participate in learning sessions related to teacher-level value added data in grades 3-8 and high school pre/post exams, including professional development around value added and formative instructional practices and other data as diagnostic tools to inform instruction and decisions about professional development and team inquiry for planning improvement. Continue to implement teacher/student linkage tools to ensure the accuracy and quality of value added data. Continue to work on multiple measure pilots across the district to identify and field test additional measures of student growth for teachers with value added that can be used to supplement value added growth data, such as growth in literacy levels, grade gains on supplemental tests and performancebased assessments. Continue to participate in learning sessions on how to use student growth and other data as diagnostic tools to inform instruction and inform decisions about professional development and team inquiry for planning improvement. Continue to implement activities and participate in learning sessions related to teacher-level value added data in grades 3-8 and high school pre/post exams, including professional development around value added and formative instructional practices and other data as diagnostic tools to inform instruction and decisions about professional development and team inquiry for planning improvement. Continue to implement teacher/student linkage tools to ensure the accuracy and quality of value added data. Continue to work in pilots to identify and field test additional measures of student growth for teachers with value added growth data that can be used to supplement value added growth data, such as growth in literacy levels, grade gains on supplemental tests and performance-based assessments. Continue to participate in learning sessions on how to use student growth and other data as diagnostic tools to inform instruction and inform decisions about professional development and team inquiry for planning improvement. Based on sharing across the districts, we will identify and implement student growth measures for teachers for whom value-added is not available (i.e. K-2, foreign language, art, etc.)

Evaluation Systems Establish and OTES/OPES leadership team to build

capacity and monitor implementation of OTES/OPES. Expand the OTES/OPES pilot to each building to involve all evaluators who will evaluate a core group of teachers. Participate in ongoing professional learning regarding OTES/OPES. Conduct an end-of-year review regarding implementation of OTES/OPES.

Fully implement OTES/OPES district wide.

Conduct an end-of-year review regarding implementation of OTES/OPES and report out to all stakeholders.

Equitable Distribution of Effective Teachers and Principals Continue to collect and refine data to inform Complete a needs assessment using current OAA
data, exit surveys and MET Works and identify possible strategies to address any inequity in the distribution of effective staff with high-need students and recruitment of staff in high-need subjects. This data analysis will be used as we transition from 4 elementary schools to a new elementary building (grades 1-5) and a new early learning center (grades preK-K). ongoing needs assessments and revise strategies to address placement, recruitment and retention issues.

Continue to engage in partnerships with higher education institutions in the region to enhance teacher preparation and recruitment. Conduct and end-of-year review to determine if select strategies had desired impact on local issues related to equitable distribution, retention, placement and recruitment.

Implement plans to address recruitment, equitable distribution/placement and retention, including determining assignments on criteria other than seniority and considering incentives for accepting assignments, such as additional compensation, creation of PLCs, etc. Continue to engage in partnerships with higher education institutions in the region to enhance teacher preparation and recruitment.

Conduct and end-of-year review to determine if select strategies had desired impact on local issues related to equitable distribution, retention, placement and recruitment and create new strategies as necessary. Effective Support to Teachers and Principals

Use the state professional development standards and result of teacher evaluation in planning, conducting and evaluating professional development. Continue to plan, participate in and evaluate all professional development opportunities to ensure alignment with Ohio Professional Development Standards and use analysis (i.e. SEC data, exit slips) for continuous improvement including differentiation of professional development offerings according to teacher need. Continue to implement the Ohio Residency Program and continue to participate in training mentors as provided by ODE.

Continue to plan, participate in and evaluate all professional development opportunities to ensure alignment with Ohio Professional Development Standards and use analysis (i.e. SEC data, exit slips) for continuous improvement including differentiation of professional development offerings according to teacher need. Continue to implement the Ohio Residency Program and continue to participate in training mentors as provided by ODE.

**Updated 1.8.13