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Hilliard City School

School District Improvement Plan


2014-2015























Tara Grove
ESEADM 7366
Summer Semester 2014
Dr. Higgins
School District Improvement Plan

Table of Contents:

A. Data District

1. A Brief Introduction of Hilliard City Schools

2. Developing, Revising, Articulating, and Implementing the
Mission, Vision, Goals

3. Collection and using data to identify goals, access
effectiveness, ad implement district goals through the
mission and vision

4. Creating and Evaluating a Comprehensive and Curricular
Instructional Program

5. Identifying faculty and community members in the SDIP
process

6. Researching and developing a plan for a diverse district and
community

7. Identification of two SMART goals: strategies, actions steps,
responsible persons, timeline, budgets, and evaluations

8. Planning for Professional Development

9. Final Conclusion









Hilliard City School
District Data

The District School Achievement and Growth Data presented in the Hilliard Report Card for the
School Years (2014-2011) includes the following data:

OAA Data for 3 years
OAA Data % Proficient % Proficient % Proficient
2014-2013 2013-2012 2012-2011
Math- Grade 3 84.3 87.2 87.6
Reading- Grade 3 83.1 85.2 87.9
Math- Grade 4 87.3 87.3 85.1
Reading- Grade 4 91.8 89.7 88.2
Math- Grade 5 83.0 80.9 79.7
Reading- Grade 5 85.4 85.9 82.4
Science- Grade 5 85.0 85.7 82.7
Math- Grade 6 90.2 91.3 90.8
Reading- Grade 6 92.9 93.9 93.4
Math- Grade 7 88.2 90.8 90.4
Reading- Grade 7 91.1 91.2 88.9
Reading- Grade 8 95% 93.9 92
Math- Grade 8 92.3 90.9 91
Science- Grade 8 80.5% 81.1 80.5

OAA Performance Index: 2012-2013 2011-2012 2010-2011



In 2012-2013, we had only .1stduents score advanced plus so we received only .2 on our
Performance Index.
% of students Points per level Points received
Advanced Plus .1 X 1.3= .2
Advanced 31 X 1.2= 37.2
Accelerated 29.2 X 1.1= 32.1
Proficient 28.6 X 1.0= 28.6
Basic 7.4 X .6= 4.4
Limited 3.6 X.3= 1.1
Untested .1 X 0= 0
103.6 Total Points


Indicators Met 2012-2013 2011-2012 2010-2011

103.6 B 103.5 104.4
26/26 A 26/26 24/24

Graduation 4 year trend 5 year trend




New Information from Last Years Report Card:
Overall Value-Added Grade: A
Gifted: D
Lowest 20% in Achievement: A
Students with Disabilities: B


Gap Closing: Annual Measurable Objectives: 61.4 % D
This measures how well all students are doing in your district in reading, math, and graduation. It
answers the question- Is every student succeeding, regardless of income, race, culture, or
disability.


Key Trends in the Data
Excellence is evident in a district that has met all of the indicators more than 3 years in a
row and has had a performance index of over 100 since the 2005-2006 school year.
Having said that, there are a few areas that can be focused on for improvement that will
only help the district continue to achieve excellence.
Looking at the 3rd grade scores in reading and math, there has been a drop in the number
of students tested as proficient. This is an area that is important, specifically with the 3rd
grade reading guarantee. Although the OAA performance index rose 0.1 points from last
year, it is still a drop from two years ago. Again, it is hard to criticize this given that the
PI is over 100. But it is not perfect until it is 120.
The area that I feel needs to be the focal point for goals is in the gap closing. If you look
at the report card from last year, students will disabilities lag way behind their peers.
Reading scores were 64.4%, Math 56.7% and Graduation Rate was 65.6%. Limited
English students did not fair much better, falling behind the state annual measurable
objectives in all areas--Reading 71.7%, Math 70.7%, Graduation 73%. Other areas that
the AMOs were not met were in reading and math for African American students,
Hispanic students and economically disadvantaged students. The achievement gap is a
crucial area that needs to be addressed. I believe this is an area that we should address
with at least one of our goals.

93.8% 95.2%
Hilliard City School
1.A Brief Introduction
The location of Hilliard is in northwest Franklin County. The city consists of 60 square miles
including all of Brown and Norwich townships; part of Franklin, Washington, and Prairie
townships; the City of Hilliard itself; part of the cities of Columbus and Dublin; and less than
one square mile in Union County. About 45.65% of students reside in Columbus, 38.98% in
Hilliard, 11.38% in the townships and 3.99% in Dublin. (1/2014). All homeowners are assessed
the same rate of school property tax regardless of where they live.
District Population
According to 2000 data from the U.S. Bureau of the Census, the under-18 population in the
school district grew 111 percent between 1990 and 2000. In 1989, the school district population
was 35,896. By the year 2000, our population had jumped to 79,125.

Enrollment
(Updated 1/2014)
Overall : 15,871
Preschool Total: 361
Elementary Total: 7,049
Sixth Grade School Total: 1,233
Middle School Total: 2,423
High School Total: 4,805

Schools
As the 9th largest school district in the state of Ohio, the Hilliard City School District serves
more than 15,700 students in grades K-12, through three high schools, three middle schools, two
sixth-grade schools and 14 elementary schools. The district also operates a transportation center,
an administration building and a maintenance/resource center.

Staff
(updated 1/2014)
Teachers: 1,140
With MA or higher 79.6% K-12
Average Salary: $65,275
Personalized education is the hallmark of the Hilliard School System. By identifying and
responding to that which is unique in each student, dedicated teachers, tutors and support staff
enrich the educational experience. We have begun the 1:1 Initiative which by 2018 will place a
device in the hands of every Hilliard student.


2. Developing, Revising, Articulating, and Implementing
the Mission, Vision, Goals

My steps in Developing/Revising the Mission and Vision of the School District
1. I would begin the development of the mission and vision by asking input from all
stakeholders through informal community chats. I would begin the development and
revision process with a public invite to community forums as we revise the vision and
mission statements. Our communications department would send out emails, newsletters,
email blasts, Twitter notices that our school district is seeking input from a wide range of
stakeholders about their hopes and dreams for student outcomes, expectations for the
schools' work and perspectives to help develop/revise the current district missions and
vision.

2. As the School Superintendent, I will host four community forums to gather ideas about
the mission and vision statements for Hilliard City Schools.

3. Forums will be held at each of the Hilliard High Schools and a local coffee shop:
o Friday, Jan. 24, 2015 - 7 p.m. (Bradley)
o Saturday, Jan. 25 , 2015- 10 a.m. (Davidson)
o Sunday, Jan. 26, 2015- 10 a.m. (Darby)
o Monday, Jan. 27, 2015- 7 p.m (New Grounds Coffee Shop)

4. I would also provide opportunities to meet with students at other community forums held
at all of the three high schools. I would make these more student-centered and have
snacks and music to enhance the experience for this group of stakeholders. This group of
stakeholders is important in order to get a students perspective and voice in this process.

5. After receiving feedback from the parents, community members, and students, I would
then take these detailed ideas presented to a leadership team consisting of representatives
from all stakeholders in the district called the DLT (District Leadership Team). We
would discuss the ideas from the community, students, and their own groups. They would
come prepared to share their ideas from their own constituencies. I would share that the
Vision is defined as what success looks like; Mission as the (school) districts role in and
responsibility for achieving that vision. We would need to meet probably at least 2-3
times as a DLT to create both the vision and mission.

6. My plan would be to bring a revised vision and mission statement back to the Board for
the next meeting. School Board members are expected to review and refine ideas from
staff, students, parents and the community at their next work session. Throughout the
process, volunteers with communication, data compilation and writing backgrounds will
also work to bring the ideas into statements of the vision and mission.

Steps of Articulation of Mission and Vision to Administrative Team

1. Once the draft is reviewed by the Board of Education, it is next time to share with the
Administrative Team. It is time to articulate them to this team and get any edits or
changes before moving on.

Steps of Creating Goals to Administrative Team and Stakeholders

1. Based on the vision and mission, it is now time to create goals based on the vision and
mission of the district. I have chosen this team to write the initial goals because they
are the experts and have the strongest knowledge of student achievements and our
districts next steps. We will access all academic data from all grade-levels and all
demographic groups to set high expectations for ALL students. When creating these
goals, we will create Smart goals so we can yield an evaluation tool to monitor student
achievement in the SDIP.
2. Setting goals for the School District Improvement Plan will take 2-3 sessions and will
need to be discussed with all stakeholders giving feedback so that all sub-groups of
students are given goals to achieve.
3. The goals are then discussed and shown to the Board of Education and the DLT so that
that they can make corrections and give feedback. We would discuss creating
measurable Smart Goals to ensure that our SDIP is being evaluated to gauge high levels
of student achievement for all sub-groups.

Steps of Articulation/Implementation of Vision/Mission/Goals.
1. It is now time to articulate and implement these statements to the staffs in each of our
buildings. I would plan with building administrators the role-out of the messages and the
materials including the new vision, mission, and goals. I would plan the specific date for
the rollout possibly making it the first day back to school. Then I would have a follow-up
Voice Thread or Podcast from me the superintendent reiterating the new vision, mission,
and goal statements.
2. I would take this same the message and then use it again to share with the community.
This can be shown on the district website, on Twitter, posted on Facebook, etc. I would
even hold a community night in which I unveiled the new vision, mission, and goals at a
Back to School public event. I would follow-up with a few online chats to give people the
opportunity to give feedback. I also would give people my email or phone number on the
website or through a district email web blast so that people could give their input and
feedback.
3. I would ask the DLT to help get students to create a Vimeo to share the new vision and
mission with the student body. I would ask for a student leadership committee to give me
feedback on the goals and evaluation of student achievement mid-year.












































3.Collection and using data to identify goals, access
effectiveness, ad implement district goals through the mission
and vision


1. Collection of Data:
I would gather the District Leadership team (DLT) and ask them to bring important data
points in the summer after all assessments are completed for the school year. I would first
collect student achievement data from the OGT and OAA statewide assessments to gauge
student achievement for the 2013-2014 school years. I would choose this data because
our Mission states that students will use global competencies and this assessment would
gauge their strengths and weaknesses in the areas of reading, math, science. I would then
ask for the districts diagnostic writing results to gauge student achievement on writing
across all grade-levels K-12. I would ask the coordinator of Gifted Services to provide us
data on how the gifted students are achieving based on the district and state assessments.
Finally, I would look at the use of 21
st
Century skills including the use of technology and
technology competencies. I would ask for the overall technology usage data on Grades K-
12. I would ask the technology supervisor to provide me with a document that tells me
what applications are used by our students K-12 and the percentage of schools that are
using them. I have a feeling that we do not currently have global competencies identified
in our district so that would be our next step.

2. Identify District Goals:

Based on the information compiled from the data, we would look closely at student
achievement in the areas of reading, math, writing, science, and global competencies. The
DLT would look collectively at the student achievement data and the technology data to
create district goals. I would divide the DLT into the various subject areas (i.e. reading,
math, technology, etc.) and give them the district data to create these goals.

I would create a special team from the DLT to create district goals for our Hilliard Global
Competencies for the 2014-2015 school year in Grades K-12.

After these teams have written the goals, we will share out and work on the goals
collectively to revise and edit the district goals. After completion, I would use the DLT to
report them to the Board at the next Board Meeting.


3. Assess Organizational Effectiveness:

I would bring the collected data and first have a discussion with Central Office Cabinet to
analyze the DLTs findings and discuss at length the trends of the data. I would have the
Coordinator of Gifted Services, Curriculum/Instruction, Professional Development, and
the Elementary/Secondary Supervisors all at the table to discuss the data. I would
possibly hold a day retreat and bring all the student achievement data by district and
building to discuss the strengths and weaknesses and to identify buildings and
administrators that need more support with their staff based on the student achievement
from the data.

We would discuss at length the district goals and discuss the plan to achieve these goals.
We would discuss any change in positions or roles in the district based on what needs to
be done to create our plan for the next year. As a new superintendent, this is when the
tough decisions may/may not begin. I may need to move central office members,
administrators, etc. based on the data and the needs of our student body.


4. Implement District Plans to achieve district goals as articulated in the mission, and
vision:

After we have the teams in place and the roles and responsibilities decided for the next
school year, we will identify the district plan to achieve the goals. We will create a
strategic action plan along with the members that will be responsible in carrying out the
actions and a timeline for these goals. This will take time and I would assume this is
another full-day with the Cabinet.

The Cabinet will then take the final draft and share with the Board of Education. After
they have approved the district plan then the superintendent and members of cabinet will
share it with the DLT. The DLT will then discuss the best plans for sharing with all staff
members in the district either at the Back to School Retreat by the Superintendent or on
the first day of staff in-service in August before school starts. I think an overview of the
Mission, Vision, District Goals and a brief overview of the plan should be presented to
staff in a PowerPoint or Voice Thread from the Superintendent. This will create a
common message for all staff members. Back at the building-level, all principals can
share more in depth of the district plan and how it affects each building. The DLT would
create a common activity or PowerPoint for each principal so once again a common
message is shared with all staff members.


















4. Creating and Evaluating a Comprehensive and
Curricular Instructional Program


1. Creating a Comprehensive, Rigorous, and Coherent Curricular Program:
I would first begin as stated as best practice in the readings, by looking at the course of
study that has been outlined for all curriculum subject areas considered necessary for
students present and future functioning in society.

I would next look at the amount of instructional time allowed to each subject area and if
it corresponds to priorities of the community/governing board. I would use this DLT
because the key members include Coordinator of Professional Development, Coordinator
of Curriculum/Instruction, Director of Elementary, and Director of Secondary, and
Coordinator of Gifted Services.

The next step as stated in the readings is to look at each curriculum subject area or strand
that will be evaluated on a cyclical basis according to the districts curriculum review
cycle. We will make modifications will be made if the evaluation criteria are not met.
Each strand is basically provided now in the Common Core but we will still look at the
weighting and how they relate to student interests and developmental needs.

This team would look at all of the past years student achievement data and look for
trends as stated in the last module. They would create criteria of effectiveness and use a
rubric to look at all curricular areas: Reading/Math Elementary and Secondary, Global
Competencies in Elementary/Secondary. By using the current data and a rubric this DLT
can easily assess the effectiveness of our curriculum and instructional program and begin
to plan for any changes in our curriculum or instructional programming. As the reading
states, the evaluation criteria would include Survey measures of student achievement of
curriculum objectives are appropriate. It must also include an adequate number of
objectives from a given curriculum area. Finally, test items would need to measure
learning outcomes described in curriculum objectives and be appropriate.

As we analyze the date, we must keep in mind that a majority of students enrolled in the
district achieve mastery of identified grade level objectives. We must also remember that
specific targets for acceptable levels of achievement to be determined at the same time
that these objectives are being developed and that the demographic characteristics of
students meeting grade level mastery criteria reflect the same demographic characteristics
as the total school population. Finally, we need to assess did the majority of the students
in the district will earn above average scores on state and national
normative achievement tests.


2. Creating a Comprehensive, Rigorous, and Coherent Instructional Program

The two major questions we will monitor is the quality and effectiveness of the
curriculum in our district.

Currently, our district does not have a math series in Grades K-6 so I would have the
Math Team on the DLT look closely at all student achievement data and prepare a
document of trends over the past three years to look at growth or decline in the data to
support our decisions that lie ahead in our math department for Elementary.
The article discusses analyzing that all staff members are given the course of study,
provided enough materials, provided enough training, given enough instructional staff
support and I do believe this is the area which needs to be strengthened in our math
department.
The article then discusses that we should analyze the instructional quality of the teachers
including the questions are teachers providing students quality instruction and
intervention, assessing student performance, etc. I believe this area is strong and teachers
are using all the tools they have been given and are adequately providing quality
instruction.
As the superintendent, all curricular/instructional programs must be evaluated based on
student achievement so it is my personal job to keep up to date on the following
assessments: Fall 3
rd
Grade OAA, SRI/SMI (Scholastic Reading and Math Inventories),
Dibels (K-2), MAP testing K-8, Global Competencies K-12.


3. Evaluating a Comprehensive, Rigorous, and Coherent Curricular/ Instructional
Program:

In the final evaluation process of the instructional plan, in the following four years we
would dedicate each year to the following: planning, design, try-out and a final product
of the scope and sequence of the curriculum that is provided to the Board of Education.
During the program implementation phase of the curriculum review cycle student
achievement data will be gathered and analyzed according to the criteria specified. This is
a very important step for the DLT so that the effectiveness can be monitored.

















5. Identifying faculty and community members in the SDIP
process


Development of the SDIP
I would engage the following stakeholders in the School District Improvement Process: the
teachers, the students, the principals, central office members including treasurer and
communications coordinator, parents, community members without students, and the Board of
education. This team already exists and they are called the District Leadership Team in our
district. A few representatives form each of these stakeholders would be a valuable asset in
developing and implementing the SDIP. I decided to pick three areas under the SDIP including
instruction, fiscal, and operations because this is how my current superintendent restructured our
SDIP this year. By dividing the plan into these three integral parts, the plan was manageable for
him to help facilitate the process of writing and evaluating the three areas with key stakeholders
in place to help monitor. The SDIP goals in our current district are written at the district level
and the building principals share these goals, implement, and evaluate them at the building-
level. Each principal comes to our quarterly district data meetings and bring data to report the
progress of our SDIP goals.

The teachers, the students, members of central office (Coordinator of Elementary/Secondary,
Professional Development, and Curriculum) would help create the learning goals in the SDIP
under the Instructional SMART goals. They would look at the performance data over the past
few years and create action steps under the three SMART goals. This process would take at least
3 meetings. I would help facilitate this process with the Director of Data and Testing.
The students, parents, principals, central office members (Coordinator of Support Services),
Communications Coordinator, parents, and community members will write the section under
Communications SMART Goals. This is a needed section of the SDIP so that we continue to tell
the success stories of our districts. This group will create the timeline for social media email
blasts, levy timelines, district newsletters, etc. This team will create the timeline to gather
information from students, administrators, parents, community members, superintendent, and
central office that shares the activities and success stories throughout the district. In our current
district, we have three representatives on the Communications team who write all Twitter,
Facebook, Webpage, Eblasts, and Newsletter articles and stories. I realize as a Superintendent if
I am not as fortunate to have these roles in my future position as Superintendent, then I will need
to gather the information from principals, parents, community members, and students from
possibly one key stakeholder at central office or myself.

The principals, Board of Education, Coordinator of Operations, Coordinator of Transportation,
Superintendent and the treasurer will help create the action steps in the area of the SDIP under
Fiscal Responsibility SMART Goals. This group will look at the 5 year forecast and they will
target what the needs are of our district now and in our 5-year trajectory. As the Superintendent,
this is the group that I will work most closely with since the treasurer and myself work closely
with the BOE. I will take a firsthand role in disseminating the goals, progress, and future
timeline in regards to the budget and the levy process. For example, in our district we will ask for
a levy on the ballot within a year and the superintendent is beginning to use town hall meetings,
BOE meetings, parents chats, to begin this important discussion.
After all of these sub-committees finish their drafts of the SDIP action steps and timelines under
Instructional, Communications and Fiscal Responsibilities, then they will share with the
administration staff for feedback. Each group will present their SMART Goals, action steps, and
timelines to the administrative team. They will garner feedback and make edits to the SDIP. The
reason I chose these three areas is this is the way our new superintendent broke down our SDIP.
It covers in my mind, the three areas of a district that are crucial to student success. I believe that
the SDIP as the way I have seen it written should be all encompassing of all stakeholders within
a district and that is why I chose Instruction, Operations, and Financial Responsibilities. I wrote
my SMART goals under Instruction in Module 6.2 because the task included looking at Report
Card Data. In our current SDIP in Hilliard, we have SMART goals in our SDIP that were written
by our District Leadership Team in all three areas Instruction, Operations, and Financial
Responsibilities. I have seen the district unite by using these three areas in the SDIP and while it
was a new way in writing the plan, I have seen much growth for our entire administrative team
by doing it this way. We also were able to tie academic student achievement to the various roles
at central office in a consistent and transparent way.

Implementation of the SDIP
Each of these sub-committees will then present this to the Board of Education at a Board
Meeting for approval of the SDIP. They will create a presentation in PowerPoint that all
principals can use back at their buildings the first few days of in-service in the new year. They
will also be the ones who field questions from either the principals or staff members as questions
arise.

The building principals will meet each grading period (4 times a year) to bring data and
information to assess the Instructional SMART Goals. Our goals have been written for the half-
year and full-year so that we have targets that we can easily progress monitor our progress. The
first three meeting include data provided by District Benchmark Assessments so this includes
summative data. We would also share formative data which would include a variety of building
assessments. The OAA data would be included in the fourth quarter meeting so this would
include summative data.

This team, and the three sub-committees will present out at board meetings to share the quarterly
data and the progress towards our goals. As the Superintendent, I would use this team and other
building administrators, parents, and students to help present at various community meetings and
share the progress towards all three goals.

I would also involve a group of students at the high schools to help me gauge how our
instructional goals are progressing and the work towards our Global Competencies have
progressed. I would use this group of stakeholders to present at BOE meetings, as well, and let
the students and leaders of our high schools tell our story.






6. Researching and developing a plan for a diverse
district and community


1. Researching a Diversity Plan

I would begin creating a diversity plan by researching the demographic data of the
district. I would analyze the racial, gender, sex, ethnicity, and socioeconomic data of the
students in the district. I would survey the staff, students, parents, and community
members asking for their input into what is important to them personally regarding
diversity.

I would study other Diversity Plans on the internet and find diversity plans that similarly
meet the needs of their district in comparison to our district. I would look specifically at
other Diversity Plans that have a large percentage of Hispanic students and see what
opportunities there are to engage this sub-group in our schools and communities.

I would communicate the objectives and goals of creating a diversity plan with the
community. I would need to seek to gather input from stakeholders to craft the plan. The
survey would include their opinions on how are current status of diversity affects them
and if they have any feedback to share. I would seek out various sub-groups (race, sex,
socioeconomic, ethnicity) in our community to find assistance in creating the survey.

The most important information we need is a districts definition of diversity. As the
guide states, the danger of failing to engage the community is obvious: no community
support means a diversity policy has little help of succeeding. (Coleman, Negron, Lipper,
2011). After creating a sub-committee of many different stakeholders such as students,
teachers, central office, parents, community members, etc. then I would share with them
the district student demographic data, other diversity plans, and the objectives of our task.
We would spend much time in the planning phase in order to ensure that we have an
understanding of our task and look at examples of other like-districts.

2. How to Develop a Diversity Plan- Stating the Rationale

As the Guide states, Articulate clearly why diversity is important to your district. As
the Superintendent, I must first state the rationale for why a diversity plan is needed. The
public needs to know that having a diversity plan for our district affects student
achievement.

I would share with the community the rationale for diversity in secondary education
including improved student learning, improved preparation for employment, and
enhanced civil and democratic values. (Coleman, Negron, Lipper, 2011).

I would gather a committee like the Radford City School committee and look at the core
areas of diversity plan: Curriculum, Student Self-Esteem, Recruitment, and Community
Involvement. I would also add creating a Student Assignment/Zoning Policy. This large
committee would break out into small groups and garner feedback from the community
around their topic. The Curriculum committee would seek out information and partner
with the Director of Curriculum and Directors of Elementary and Secondary Education
and help create a core curriculum for diversity and an educational plan to share with the
K-12 teachers in the district. Each and every child in our district would be exposed to
multicultural units, diversity activities, and educational opportunities in the community to
experience diverse cultures. The Student Self-Esteem committee would create personal
surveys and educational units around self-esteem building. I would help this committee
partner with each of the school counselors in each of the buildings to create these surveys
and units. The message is that we would want ALL students to feel confident and proud
of their heritage and show acceptance of other cultures and people. The Community
Involvement Committee would gather opportunities for students to partner with city
officials and community organizations to build alliances for families in our community.
These organizations could include Hispanic or African-American organizations, gay
family organizations, Women Coalitions, etc. The sub-committee would also build
diversity alliances in the community to include diversity programming/activities at the
individual schools, parent and community study and discussion groups and guest speaker
opportunities at each of the buildings. Finally, as the Superintendent, I would lead the
student assignment/zoning policy subcommittee because this is an integral area in which
a district can set up guidelines and policy that ensures a diverse community for all
students at all schools within a district. This sub-committee would seek out local realtors,
community zoning/housing organizations, etc. to get feedback and keep updated on the
real estate and new developments in the area.


3. How it Relates to Student Achievement

In the Guide it states that A growing body of social science evidence suggests that
attending diverse schools is positively related to educational and lifelong benefits for all
students- enhancing students civic and democratic values and preparing them for
employment and a multi-cultural society. (Coleman, Negron, Lipper, 2011). In the Guide
it also states that, Diverse schools also increase academic opportunities compared to
schools in which students are isolated by socioeconomic status and/or race and ethnicity.
It is imperative that after we adopt and implement the Diversity Plan we would need to
evaluate the policy through student achievement data. The committee would need to
ensure that ALL students are succeeding so it is important to check the sub-groups
including: low-socioeconomic, ELL, Gifted, Minority students, etc.

After looking at the District Report Card for Hilliard Schools, I see that the ELL students
are not performing at a proficient level. I would tap into the Sub-Committee of
Community Involvement and seek out possible ELL translators for tutors or translators to
help the teachers and/or the families build partnerships. I would find cultural
opportunities and education experiences for the ELL families and tie these opportunities
with our curriculum with help of the Curriculum team and the building principals.

The gifted students are also another sub-group of students that are not showing growth. I
would tap into the resources in Columbus such as COSI or NASA. I would find
opportunities to find families in our district that have a STEM background or related job
to help mentor elementary/middle and high school students.

4. Relation to the Mission and Vision


Our Mission states that we will ensure that ALL students will be prepared for the future.
This mission states exactly what a diversity plan should ensure, success for all students in
a district regardless of race, gender, ethnicity, socioeconomic status, sexual preference,
etc. As we create these sub-committees, they need to continue the work of creating
curriculum, finding community alliances and partnerships, facilitating opportunities
multi-cultural experiences, and creating student assignment/zoning policies, keeping all
of these sub-groups in mind. Our vision includes preparing students to Embrace,
Empower and Inspire students, families and community in an active partnership. This fits
perfectly with a Diversity Plan and through constant communication, active participation,
and fostering an alliance between community organizations and the school district, we
can create this partnership that helps all students succeed.






























7. Identification of two SMART goals: strategies, actions
steps, responsible persons, timeline, budgets, and
evaluations


SMART Goal #1:
#1- By the end of the 2014-2015 school year, our gifted students in Grades K-12 will increase
10% proficiency in 2014-2015 in the Hilliard City Schools as shown on the PARCC assessment
in June 2015.
State the goal. (use SMART format- Specific, Measurable, Achievable, Results-oriented,
Target date).
S Specific goal around gifted students

M Measured by the PARCC assessment and District summative data

A Achievable goal that can be met

R Results-oriented for gifted students

T The PARCC assessment in April 2015

SMART Goal #2:
#2- By the end of the 2014-2015 school year, 100% of all students in Grades K-12 will receive a
90% or higher in two learning activities to personalize learning for all students in the Global
Competencies (5th grade Capstone, project-based learning and blended learning opportunities, etc.)
in 2014-2015.

State the goal. (use SMART format- Specific, Measurable, Achievable, Results-oriented,
Target date).
S Specific goal around Global Competencies for all students K-12

M Measured by the sub-committee using a rubric

A Achievable goal that can be met by all students in the district

R Results-oriented for ALL students in Hilliard

T The sub-committee will evaluate and use the rubric


2.) Describe data sources consulted and a summary analysis of the data that indicate the need for
the goal. Data analysis summary:

SMART Goal #1:

We received a Grade B this year in 2012-2013 on the new Student Achievement Section of the
Report Card because the total is now 120 instead of 100. Our performance index dropped from a
104.4 in 2011 and stayed virtually the same in 2012. The most concerning data on the 2012-2013
report card for Hilliard is the Grade D for Gifted Students. The performance index includes these
scores of advanced and accelerated but this specific grade looks at this targeted subgroup and
their growth. This is a definite area to look at in our CCIP.

Also, I analyzed the survey data form the gifted parents and the feedback stated that the parents
have not been pleased with the rigor in the K-5 Gifted program. They stated that the curriculum
is watered-down and lacks critical-thinking projects and activities.

SMART Goal #2:

I sat on the Technology Task Force and the Global Competencies Sub-Committee and was able
to gather firsthand knowledge of the survey data and action research from all stakeholders in our
district. The survey data listed specific concerns that our students were not given enough
opportunities to engage in the global community and use technology skills integrated with the
core curriculum.

I also see on the OAA State Report Card that our scores in Hilliard are mediocre in Science and
Math. The 5
th
grade science score is 85% but I do believe it could be higher. The 8
th
grade score
is 82% and this score is also average. I do believe that the students need exploration with inquiry
in science and technology and by creating a SMART goal around the global competencies; they
will be engaged in high-leverage STEM activities. The math scores included 84%, 87%, and
83% in Grades 3-5 on the OAA. These scores are very good but I believe that with a rigorous
curriculum integrating a 5
th
Grade Capstone Project and 1:1 Technology Initiative, we will show
progress and student achievement.

3.) Identify the correlation of the stated goal to the district mission and vision statement.
Mission
Hilliard City Schools will ensure that every student is Ready For Tomorrow.
(Approved by the Board of Education October 28, 2013)

Vision
Hilliard City Schools will Embrace, Empower and Inspire students, families and community in
an active partnership. (Approved by the Board of Education October 28, 2013

SMART goal #1 relates to a specific sub-group of children not showing progress on the OAA
and in everyday assessments. The mission states that ALL students will be ready for tomorrow
so this is inclusive to the gifted population of the district. We have engaged the gifted population
and their families for their feedback and created parent feedback surveys. This SMART goal
correlates to the Vision because it promotes an active partnership.

SMART goal #2 directly relates to the Mission by stating that students are ready for tomorrow.
100% of all students will be complete two Global Competencies activities and the 1:1 Initiative
with 90% proficiency or higher, which will prepare them for tomorrow. It also relates to our
partnership with the community and how they can help personalize student learning.



4.) Summarize how this goal will be measured- What will be the evidence of goal attainment?

Evidence of goal attainment:
The results for Goal #1 will be shown in the OAA (or PARCC) in 2014-2015. The DLT
will monitor this SMART goal.


Evidence of goal attainment:
The results for Goal #2 will be shown in the performance data, artifacts, and evaluation
of the learning activities. The Global Competencies sub-committee will monitor the
SMART goal.































SCHOOL DISTRICT School Year 2014-2015
Ohio


SCHOOL DISTRICT IMPROVEMENT PLAN


Name Tara Grove Position Superintendent Date July 6
th
, 2014


Goal Statement (General statement of purpose reflecting long-range expectations)

It is the mission of all Hilliard Schools that all students are prepared for tomorrow and show one years growth
in an academic year.


Objective & Completion Date (Statements of intent which are subject to assessment within a time frame)
By the end of the 2014-2015 school year, our gifted students in Grades K-12 will increase 10% proficiency
in 2014-2015 in the Hilliard City Schools as shown on the PARCC assessment in June 2015.


Monitoring Process (The reporting and feedback
process used to discuss progress being made toward
achieving the objective)

Data to be reported to District Leadership Team
(DLT)/Superintendent:
Monitoring of MAP (Measures of Academic
Progress) will showing an icrease of numbers of
gifted students reported to progress from last year
in September, January, and April.
Monitoring of SRI.SMI data (Scholastic Reading
and Math adwill show increase of numbers of
gifted students reported to progress 10% from last
years assessments in September, January, and
April
Data to be reported to Superintendent December, 2014 &
April, 2015
Principal Walk-Through data and teacher
evaluation data:
Parent Survey data to be reported to School Board
February, 2015
Midyear survey data---teacher surveys of
implementation of
strategies, parent and student perception of
implementation.

Evaluation Criteria (Those criteria used to determine
how well the objective has been met)


The evaluation criteria are tracked by a rubric created
by this team. We will use the mid-year benchmark
assessment to analyze the student data. We will look for
a 2.5% in September, 5% improvement on the mid-year
benchmark assessment, and 10% increase in April.

Attainment of 2014-15 Value Added Data reflecting
one year of
growth for all students in the gifted program in
Hilliard Schools for the 2014-2015 school year.
Activity Resources & Others Responsible
For Activity Completion
Completion Date

OVERALL BUDGETARY CONSIDERATIONS [staff, equipment, time, etc.]: 1. We will need $125 a day for a
substitute for 14 teachers- four times a year for Instructional Rounds. 2. We will need to pay for a
supplemental position for the Gifted Teacher Leader position. This will be approximately $1200 for the
school year. 3. We would like to add four after-school compensated two hour blocks for all 14 teachers and
the teacher leader to participate in an action research book talk. 4. We need to purchase four books for 15
people. We need roughly $1000.00 for books.


#1: We will incorporate Instructional
Rounds so that our gifted teachers can
participate in observing their peers teach
lessons. They will provide feedback to each
other and gain new ideas.



# 2: There will be an additional
supplemental position added as a Gifted
Teacher Leader to allow one of the 14
gifted teachers to help facilitate their
professional development. I would also add
4 days of full-day professional development
imbedded with action research. The action
research would include reading three books
regarding gifted instruction Grades K-12.


3. As Superintendent, I will meet with each
of the principals and ask for informal
walkthrough data through our online form.
The principals will report out on their
observations and documentation on a
quarterly basis.


4. The Director of Gifted will meet with
each of the Gifted teachers to set goals and
discuss data mid-year.


Director of Gifted, Principals







Director of Gifted, Director of Elementary
Education, Principals; Books







Superintendent, Director of Gifted,
Principals; Online walk-through form




Director of Gifted, Gifted Teachers; Goal-
setting forms and data


May 2015







April 2015








September,
November,
March, June




August 2014 and
January 2015.








SCHOOL DISTRICT IMPROVEMENT PLAN


Name Tara Grove Position Superintendent Date July
6
th
, 2014


Objective & Completion Date (Statements of intent which are subject to assessment within a time frame)

By the end of the 2014-2015 school year, 100% of all students in Grades K-12 will receive a 90% or higher in two
learning activities to personalize learning for all students in the Global Competencies (5th grade Capstone, project-
based learning and blended learning opportunities, etc.) in 2014-2015.




Monitoring Process (The reporting and feedback
process used to discuss progress being made toward
achieving the objective)
The Global Competency and 1:1 Initiative
Sub-Committee will monitor SMART Goal
#2. The sub-committee will monitor student
data each trimester and the Data to be reported
to District Leadership Team
(DLT)/Superintendent:
Data to be reported to Superintendent December, 2014 &
April, 2015:
Principal Walk-Through data and teacher
evaluation data
Student/Parent Survey data to be reported to
School Board February, 2015
Midyear survey data---teacher surveys of
implementation of
strategies, parent and student perception of
implementation.

Evaluation Criteria (Those criteria used to determine
how well the objective has been met)

The Global Competency/1:1 Initiative sub-committee
will create an evaluation tool that evaluates the student
work and student artifacts. Principals will meet with the
Superintendent at our quarterly data meetings and share
the student work/artifacts, progress towards the SMART
goal.

Goal Statement (General statement of purpose reflecting long-range expectations)

It is the mission of the Hilliard City Schools that all students will be prepared for tomorrow and engage in global
and 21
st
Century activities.

Activity Resources & Others Responsible
For Activity Completion
Completion Date
OVERALL BUDGETARY CONSIDERATIONS [staff, equipment, time, etc.]: The treasurer will prepare a Budget
Report to the BOE on the financial impact of purchasing new iPads for Grades 6-8 through the 1:1 Initiative.
There will need to be a budget set aside for new applications for the iPads. We will need extensive Professional
Development for teachers in Grades 6-8 for the 1:1 Initiative. I would hold 6 days of PD for each teacher at $125
a day. We will need money for PBL (Project-Based Learning) training for approximately 6 teachers per building
(ES).

1. Teachers in Grades K-12 will participate in
Professional Development for 6 days
throughout the school year in 2014-2015 for
1:1 training.


2. Teachers will participate in Project-Based
learning professional development throughout
the school year.


3. There will be Professional Development
provided four times throughout the year.
Teachers will share their ideas and
applications that have been integrated within
their curriculum.

4. Parent meetings throughout the year to
share the 1:1 Roll-out procedure, 1:1
expectations, Parent Guidelines, and
Technology Support/Informational Nights
with Students.

5. Student support stations in each school
provided for teacher and student IT support.
IT will train these student IT aides.

Director of Professional Development, IT
department, Principals, Teachers; iPads




Director of Professional Development,
Principals



IT department, teachers throughout the
district; Use of the ILC building (free)



IT department, building principals,
administrators; Use of Buildings



IT department, building principals,
administrators; Use of Buildings

June 2015





April 2015




Four times a year




On-going and
throughout the
year.



August 2014 and
on-going


8. Planning for Professional Development

Professional Development Plan for Hilliard
2014-2015
Collaborative Strategies to plan professional
development activities that focus on student
outcomes
Relates to Vision or
Mission
Apply research-
based learning
strategies from
the

1. The Curriculum and Professional
Development Teams will collaborate and
help plan professional development for
the 1:1 Initiative. In the AM session, the
teachers will use a model of sharing their
own technology applications and
resources with each other in grade-level
professional development. Through this
collaboration teachers in Grades 6-8 will
receive professional development so that
they will be prepared to instruct and
engage students in a 1:1 environment.
Teachers will choose which break-out
technology session they will attend in the
PM session. Various IT teachers and
classroom teachers will lead these
sessions.

This directly relates to
SMART Goals #2:
Global
Competencies/Technology
Embedded within
the school day;
Customizes to
match the teachers
needs; Aligns with
district goals;
Involves active
learning by
participants.
(Checklist of
HQPD)
2. The Gifted Teachers (Grades K-5) will
participate in Book Talks with their PLC
around their four professional literature
books. I would collaborate with the
Director of Gifted Services and the Gifted
Teacher Leader and plan which 3 books
the PLC would read for the year. We
would plan out some reflective questions,
action research, and SMART goals for
this group collaboratively. They would
create their own timeline and meeting
times.


This directly relates to
SMART Goals #1:
Gifted Services
Improves teacher
content knowledge
in areas identified
in the plan.
(Checklist of
HQPD)
3. The Gifted Teachers will participate in 4
days of Instructional Rounds to gain new
ideas and provide feedback to each other
as a PLC. The group of 14 teachers would
experience instructional rounds and
This directly relates to
SMART Goals #1:
Gifted Services
Advances teacher
use of effective
instructional
strategies as
delineated in the


Emphasis on Student Achievement:
After teachers receive these professional development opportunities, student achievement is
evaluated through principal walk-throughs. As the superintendent, I would view the informal
walk-through documentation that are provided on-line by principals after they have participated
in classroom walk-throughs. I would also analyze the data provided by the DLT and the Global
Competency and 1:1 Initiative Sub-Committees of the mid-year benchmark assessments. I would
need to continue to look at the data of students in Grades K-12 with the various stakeholders so
we are all on the same page.


Rationale using best practices/research:
As the Superintendent Field book and the Checklist states, the most valuable criteria and best
practice for professional development includes opportunities for teachers that include choice and
voice. Professional development must be customized to match the needs of the teachers and staff
observe the instructional practices of their
colleagues. The feedback would be
ongoing and personal and be directly
given by each content-group.
plan strategies,
actions and
indicators.
Provides sufficient
opportunities and
support for
building efficacy
and mastery of
new content
knowledge and
instructional
strategies
contained in the
plan goals,
strategies and
indicators.
(Checklist of
HQPD)
4. Teachers will participate in Project-Based
learning professional development
throughout the school year. A group of
teachers (1 representative at each grade-
level) would be trained during 4 sessions.
They would then come back and train
their grade-level teams.


This directly relates to
SMART Goals #2:
Global
Competencies/Technology
Embedded within
the school day;
Customizes to
match the
teachers needs;
Aligns with
district goals;
Involves active
learning by
participants.
(Checklist of
HQPD)
members. Many of the professional development opportunities use the resources, ideas, and
expertise of the teachers. Teachers love to learn from each other as practicioners. The
professional development plan involves participants working in collaborative groups. This is
crucial and important for the plan to be effective.










































Hilliard City School
9. Final Conclusion


The process of writing a School District Improvement Plan was very beneficial to me as the
future Superintendent of a district. As the Superintendent of a district, this was a valuable
process to have gone through because I truly believe that all principals and the Superintendent
must be instructional leaders. I believe that they should know the SDIP, the district data, and the
trends in the district and each school. My experiences with teachers and staff exemplify their
ongoing need for their principals, central office members, Assistant Superintendent, and
Superintendent to know the achievement data and instructional practices that are used within a
classroom. I often hear that teachers believe that central office members are out of touch and
they forget what it is like to be a teacher. I believe that when a Superintendent is visible and
discusses data, mission, vision, goal-setting, professional development, diversity and the
instructional plan with the district teachers/staff, then there will be a consistent message that
moves everyone in a forward and successful way.

By including all stakeholders and myself as the Superintendent in the School District
Improvement Plan and process, the connection to effective leadership and decision making is
seamless. Effective leaders use their stakeholders to help them create opportunities for growth,
gain insight, and integrate their ideas into the process of creating an instructional and evaluative
plan. The stakeholder analysis was extremely useful and made me realize that an effective leader
thinks of the strengths and the reasons to have various stakeholders on your team when making
crucial decisions in a district. It is imperative to get different opinions and personalities on your
administrative team and district leadership teams so that each person can grow and learn from
different perspectives.

The impact this plan potentially will have on student learning and achievement is great and tied
to specific ways that individual sub-groups and the district as a whole can grow as shown by
student achievement and student growth. The gifted students and ELL students have specific
areas of improvement that will be monitored and evaluated which is important in our district due
to the diverse background of our students. As The Guide for Diversity Related Policy Strategies
for School Districts stated, by 2050, racial and ethnic minority groups that have the lowest rates
of high school and college completion will comprise 55% of the working-age
population. There is an increasing need to accept, plan, monitor, and evaluate the instructional
plan for our diverse learners in all schools. This is the only way in which all students will
succeed and the student achievement will be positively impacted for our diverse country in the
years to come.






References:

Cambron-McCabe, N., Cunningham, L. L., Harvey, J. J., & Koff, R. H. (2004). The
Superintendent's Fieldbook: A Guide For Leaders of Learning, 2nd edition.. Thousand
Oaks, CA: Corwin Press. I SBN: 978-1-4522-1749-9

Coleman, Negron, Lipper (2011). Achieving Excellence for All: A Guide to Diversity-
Related Policy Strategies for School Districts. National School Boards Alliance.

Radford City Schools Cultural Diversity Committee (2006). Radford City Schools-
Cultural Diversity Plan.

Summer, Denise. (2009). Information Leadership: Leading with the End in Mind.
ACTEonline.

The Blake Mouton Managerial Grid, Balancing Task- and People-Oriented Leadership,
from the website: http://www.mindtools.com/pages/article/newLDR_73.htm