FLSD - Ohio Improvement Process - Franklin Local School District

FLSD - Ohio Improvement Process
Teacher Based Teams (TBTs) complete the 5
Step Process after each Common Assessment
administration using the TBT 5 Step Process
Meeting Agenda and Minutes.
Due to building principal:
September 30, 2013
January 13, 2014
April 16, 2014
Building Leadership Teams (BLTs) complete
the 5 Step Process after each CA
administration and completion of TBT 5 Step
Process using the BLT 5 Step Process
Meeting Agenda and Minutes.
BLT meeting dates must occur between:
September 30, 2013 – October 21, 2013
January 13, 2014 – January 27, 2014
April 16, 2014 – April 27, 2014
Principal or DLT building representative will
be responsible for bringing BLT 5 Step
Process Meeting Agenda and Minutes to DLT
meetings. Principal or DLT building
representative will report on building data
relative to FLSD Ohio Improvement Process
Plan goals, adult implementation indicators
and student implementation indicators.
TT/DLT meeting dates for OIP purposes:
October 22, 2013
January 28, 2014
April 28, 2014
7/27/13

TBT 5 Step Process Meeting Agenda and Minutes
Complete the following steps as a grade level/department team.
See FLSD Testing Schedule for due dates.
Grade Level/Department:
Date:
Step 1: Collect and Chart Data
What data was collected
(learning assessed) and
how did all subgroups
perform (report %
proficient or above)?
Step 2: Analyze Student Work Specific to the Data
Which students or
subgroups need
additional time and
support to achieve at or
above proficient level?
Note strengths,
weaknesses, patterns,
errors.
Step 3: Establish Shared Expectations for Implementing Changes in the Classroom
In what area(s) did our
students struggle?
What strategies were
used by teammates
whose students
performed well?
Step 4: Implement Changes Consistently Across All Classrooms
What is our plan for
intervention/enrichment
(time/support) for
improving results?
Step 5: Collect, Chart and Analyze Pre/Post Data
What instructional
practices proved to be
successful based on post
assessment data? Next
Steps?

BLT 5 Step Process Meeting Agenda and Minutes
Using TBT data and the FLSD Ohio Improvement Process Plan,
complete the following steps as a Building Leadership Team
School: Facilitator: Date:
What data was
collected from Grade
Levels/Departments?
Report subgroup
results for ELA and
math.
Step 1: Collect and Chart Adult Implementation and Student Performance Data
Step 2: Analyze Adult Implementation and Student Performance Relative to the Data
What does the data tell
about students’
learning and adult
performance within
and across grade levels,
subject areas?
Areas of growth or
concern in student or
adult performance?
Step 3: Review and/or Refine Building Focused Action Steps Relative to the Data and Teacher Needs
What changes need to
occur to ensure desired
results? Determine
support or PD needs.
Are there grade level or
department practices
worthy of replication?
What action steps need
to occur to ensure
implementation of
desired changes from
Step 3? Feedback to
TBTs, PD, Administrator
observations, etc.
Step 4: Establish Building-Wide Implementation and Monitoring Actions/Tasks for Step 3
Step 5: Define Adult and Student Data for Review at Next Meeting
What data will be
reviewed at next
meeting? What
instructional practices
or changes proved to
be successful?

Franklin Local School District – 2012-2015 Ohio Improvement Process Plan
Goal 1: Beginning with the 2012-13 school year through the 2014-15 school year, the Achievement and Graduation Gap Measure
(Gap Closing) will be met or exceeded yearly in Reading proficiency, participation and graduation rate.
Strategy 1A: Implement Formative Instructional Practices (FIP) as defined by the district’s Race to the Top Scope of Work in
all K-12 classrooms.
Adult Implementation Indicator:
All K-12 teachers will implement Formative Instructional Practices (FIP).
Student Implementation Indicator:
All subgroups will meet or exceed the Achievement and Graduation Gap Measure (Gap Closing).
Action Steps:
1.a.1 Provide job-embedded high quality PD for Formative Instructional Practices (FIP).
1.a.2 Implement and monitor Formative Instructional Practices (FIP) in all K-12 classrooms, including the Ohio 5-Step
Process, the Marzano Framework and the Rigor and Relevance framework with a focus on:
Clear learning goals and scales
Effective feedback
Collected and documented evidence of student learning
Ownership of learning by students
120 minutes of English Language Arts instruction in K-3 classrooms and 90 minutes in 4-5 classrooms.
1.a.3 Evaluate the impact of Formative Instructional Practices on student Reading achievement, for all subgroup
populations.
Strategy 1B: Transition, in all Grades K-12, from the current Reading Academic Content Standards to the English/Language
Arts Common Core.
Actions Steps:
1.b.1 Implement and monitor ELA Common Core as per the district’s Transition Schedule, including revised
curriculum maps, common quarterly assessments and clear learning goals and scales.
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K-2 full transition 2012-13
3-12 prep for transition 2012-13, full transition 2013-14
1.b.2 Provide job-embedded high quality professional development for College and Career Ready (CCR) anchor
standards for Reading in Math, Science and Social Studies classes, Grades 6-12 in:
Key ideas and details
Craft and Structure
Integration of knowledge and ideas, and
Range of reading and level of text complexity
1.b.3 Provide community and parent involvement activities to increase College and Career Readiness awareness.
1.b.4 Increase the amount of non-fiction reading that students will do in all core content classes to increase proficiency
in informational text, with at least 50% non-fiction reading in K-5 ELA classrooms.
1.b.5 Increase the amount of analytical writing (opinions, to explain, to inform), versus narrative writing, that students
will do in all core content classes.
Guidelines:
Grades 3-5 65% (analytical)/35%(narrative)
Grades 6-8 70%/30%
Grades 9-12 80%/20%
1.b.6 Provide job-embedded high-quality professional development for College and Career Ready (CCR) anchor
standards for Writing in Math, Science and Social Studies, Grades 6-12 in:
Text types and purposes,
Production and distribution,
Research to build and present knowledge, and
Range of writing
Goal 2: Beginning with the 2012-13 school year through the 2014-15 school year, the Achievement and Graduation Gap Measure
(Gap Closing) will be met or exceeded yearly in Math proficiency, participation and graduation rate.
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Strategy 2A: Implement Formative Instructional Practices (FIP) as defined by the district’s Race to the Top Scope of Work in
all K-12 classrooms.

Adult Implementation Indicator:
All K-12 teachers will implement Formative Instructional Practices (FIP).
Student Implementation Indicator:
All subgroups will meet or exceed the Achievement and Graduation Gap Measure (Gap Closing).
Action Steps:
2.a.1 Provide job-embedded high quality PD for Formative Instructional Practices (FIP).
2.a.2 Implement and monitor Formative Instructional Practices (FIP) in all K-12 classrooms, including the Ohio 5-Step
Process, the Marzano Framework and the Rigor and Relevance framework with a focus on:
Clear learning goals and scales
Effective feedback
Collected and documented evidence of student learning
Ownership of learning by students
90 minutes of Math instruction in K-3 classrooms and 60 minutes in 4-5 classrooms.
2.a.3 Evaluate the impact of Formative Instructional Practices on student Math achievement, for all subgroup
populations.
Strategy 2B: Transition, in all Grades K-12, from the current Math Academic Content Standards to the Math Common Core.
Actions Steps:
2.b.1 Implement and monitor Math Common Core, as per the district’s Transition Schedule, including revised
curriculum maps, common quarterly assessments and clear learning goals and scales.
K-2 full transition 2012-13
3-12 prep for transition 2012-13, full transition 2013-14
2.b.2 Provide job-embedded high quality professional development around the Math Common Core, to include:
Critical areas of focus
Integration of math into other content areas
Standards of mathematical practices
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2.b.3 Provide community and parent involvement activities to increase College and Career Readiness awareness.