~ Past Waiver Day files September 26, 2014

ORC 3313.48 Minimum School Year (Valid and approved for one school year at a time.)

This waiver will permit up to four full instructional days or 24 instructional hours per year.

 

No  statewide testing or count day will be considered.  Next Generation Assessments must use 20 consecutive school days for the Performance Based (Feb. 16 through March 20, 2015) and 20 consecutive school days for End of Year (April 13 through May 15, 2015). If requesting an IPP Waiver date that falls within the above parameters, specify which 20 consecutive days Next Generation Assessments will be administered:                                                                             

 

For full days, list the dates

to be waived for the school year:     

1. August 26, 2014

2. September 26, 2014

3.  April 6, 2015

 Summary

The Jefferson Area Local School District consists of two elementary buildings, one junior high school and a senior high school. The District Leadership Team continues to work with our building Leadership teams to implement and monitor their progress as we move forward in the improvement process. Each building is at different points in the process.

In 2014-15 and year 5 of RttT our district will use its waiver days to provide training and to work collaboratively on the following initiatives:

 

Standards and Assessments

Activity Description I

To continue to update, revise and expand upon the implementation with integrity of the Ohio revised standards in science and social studies, visual art, music and world languages and the Common Core standards in English language arts and mathematics throughout the 2014-15 school year.


Strategy/performance indicators

100% of core content area teachers Implement the Ohio revised standards in science and social studies, visual art, music, and world languages (Spanish) and Common Core  standards in English language arts and mathematics as well as financial literacy and technology with integrity and with a focus on the new rigor contained within..

What must be done (evidence of implementation)

·         MAPS that have been completed for each class taught in the district will be improved upon and modified based on the initial implementation during the 2013-14 school year –

 

Activity Rationale

To continue the development of a deep understanding and implementation with integrity of Ohio’s revised content standards in science and social studies and the Common Core Standards for English / Language Arts and mathematics, to fully align the JALSD curriculum with state standards in order to help ensure that all students are college and career ready by the end of high school


Activity Description II

Teachers and administrators will improve on the implementation of the 50% of the new Jefferson Teacher Evaluation System (JTES) that addresses Student Growth completed in 2013-14 by reviewing and improving reliable and valid assessments that support the SLO process


Strategy/performance indicators

100% of teachers and administrators continue to improve the 50% of the new Jefferson Teacher Evaluation System (JTES) that addresses Student Growth with integrity by reviewing existing assessments in order to enhance the reliability and validity of them. Continue to support the SLO process and the use of Formative Instructional Practices to monitor student progress.

What must be done (evidence of implementation)

·         Every teacher writes an SLO – Category A  write 1 SLO / Category  A2 write 2 SLO'sCategory B – Write 2 Slo’s –We must use Aimsweb as a measure - writes 1 SLO with pre&post -assessment and one SLO with Aimsweb as Assessment - Category C - Write 2 SLO's

·         Pre and Post Assessments revised, approved by SLO committee and implemented for SLO’s

·         Develop and implement common pre and post assessments in ELA, reading, mathematics, science and social studies as well as pre and post assessments for non-core content areas in support of SLOs.

·         Elementary: Aimsweb scores and progress monitoring reviewed with integrity by grade level in grade level meetings


Activity Rationale

To continue to enhance teacher and administrator understanding of how to effectively develop and use strong assessments across the content areas that are aligned with the standards and provide a more comprehensive assessment system in our district which will include formative, summative, interim and performance-based assessment types to promote a balanced approach to assessment that is valid and gives teachers the data needed to evaluate their teaching as well as students many opportunities to demonstrate the knowledge and skills they have gained and to learn from feedback on their performance.

 

Other Activities In Support of District improvement

 

I. Implementation with integrity year 2 of the JTES (Jefferson Teacher Evaluation system aligned with OTES) standards components including: the observation, walk-through, writing of improvement plans and use of eTPES. Implementation of the 50% of the evaluation system that addresses growth including the development of valid and reliable assessments to use in the implementation of the SLO process, use of value added data and accessing and using district data well to support the process.

 

II. Develop a Deep Understanding of and Continue Implementation of Formative Instructional Practices and the Five Step Process as the Basis for Monitoring our Instructional Program

Formative instructional practices (FIP) are the formal and informal ways that teachers and students gather and respond to evidence of learning. It helps to think about learning as a journey, and formative instructional practices can guide teachers and students along the way, just like a GPS. These practices include four core components:

ü  Creating and using clear learning targets

ü  Collecting and documenting evidence of student learning

ü  Analyzing evidence and providing effective feedback

ü  Preparing students to take ownership of their learning 

The Five step process provides a format for collecting, analyzing and acting upon data. It can be inserted into a standard meeting agenda or for shorter meetings become the agenda. Each step provides: some questions for consideration, information needed, and a place to record data and instructional conclusions.

During the 2014-2015 school year we will continue to refine Stage 3 & 4 of the OIP.

Stage 3: To Implement and Monitor a Focused Plan. This requires that all employees know their responsibilities for ensuring that the goals and strategies are achieved

Stage 4 in which each school evaluates the Improvement Process by examining the summative impact on student achievement.

We use the following student data to inform professional development content and processes:

Aimsweb Benchmark and progress monitoring data in grade K-6, OAA, OGT data, value added data for grades 4-8, Kindergarten Assessment, In-View data grade 4 and Terra Nova Data grade 3, classroom assessments, student self-assessment in grade 7&8, nine week grade distribution data by subject area and by teacher, ACT data, attendance data, all of the data in the district’s decision framework, student work samples and teacher SLO data.

The following educator data is used to inform professional development content and processes:

Elementary and Secondary course curriculum maps, teacher web pages, classroom- walk through data, professional growth and improvement plans developed under the JTES,  LPDC meetings, teacher evaluation, observation, pre and post- conferences, grade level and department meetings, department liaison meetings, DLT, BLT and TBT meetings, teacher surveys, and the information garnered from administrators as a result of the OPES.

Below is also the repository for some community documents-

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William Mullane,
Oct 6, 2014, 11:07 AM
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William Mullane,
May 8, 2015, 4:29 AM
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William Mullane,
Sep 24, 2014, 7:11 AM
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William Mullane,
Sep 24, 2014, 7:12 AM
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William Mullane,
Sep 24, 2014, 7:11 AM