Building a Culture of High Expectations:
WLS is part of a small, rural school district in
northern Warren County. 865 Students are enrolled
at WMS & WHS for the 2011-12 school year with 59
students attending the WCCC. Both Schools have
been rated Excellent for the past 8 years.
Student Growth Measures
Overview
Ohio's new system for evaluating teachers will provide educators with a richer and more detailed view of their performance, with a focus on
specific strengths and opportunities for improvement. The new system relies on two key evaluation components, each weighted at 50
percent: a rating of teacher performance (based on classroom observations and other factors), and a rating of student academic growth.
The challenge for measuring student growth is that there is not a single student assessment that can be used for all teachers. Local education
agencies (LEAs) must use data from the state Ohio Achievement Assessment and Ohio Graduation Test when available. If those are not
applicable for a given subject or grade, LEAs can choose to use other assessments provided by national testing vendors and approved for
use in Ohio. For subjects in which traditional assessments are not an option – such as art or music – LEAs should establish a process to
create student learning objectives (SLOs) to measure student progress in those courses.
This overview will outline the three types of measures to be included, provide important definitions, and explain the three categories of
teachers based on data availability and LEA decisions.
HB 153 requires 50 percent of the teacher (and principal) evaluation framework to include measures of student growth.
• The student growth component includes multiple measures.
• The student growth component includes student growth measures for three categories of teachers based on availability of Teacher ValueAdded and LEA decisions
• Teacher-level Value-Added must be included where available (“tested grades and subjects” = reading and mathematics, grades 4-8).
• The Ohio Department of Education (ODE) must create an assessment list for measuring growth in “non-tested grades and subjects.”
• LEA-determined measures also will be included.
• A Student Learning Objective (SLO) process will be utilized for LEA-determined measures.
• Data from these measures will be scored based on five levels, comparable to Teacher Value-Added reports, and converted to a score in one
of three levels of student growth (Above, Expected, Below).
• The student growth component shall be updated as research and best practices emerge.
Teacher Performance
(50%)
• Student
• Learning Environment
• Content
• Assessment
• Instruction
• Collaboration/Communication
• Professional Responsibility and Growth
Student Growth Measures
(50%)
• Teacher Value-Added
• Vendor Assessments
• LEA-Determined Measures
Evaluation Rating
• Accomplished
• Proficient
• Developing
• Ineffective
Approved List of Assessments Assessment Name
Vendor Name
Grade(s) / Subject(s)
STAR Early Literacy
Renaissance
PK-3 ELA
STAR Math
Renaissance
G1-3, 9-12 Math
STAR Reading
Renaissance
G1-3, 9-12 Reading
Stanford 10
Pearson
K-12 Math, English Language Arts, Social Studies and Science
Stanford Aprenda 3
Pearson
K-12 Math Science, Social Studies,
Terra Nova 3
CTB
K-12, 1-12 ELA, Math, Science, Social Studies
Iowa Assessments
Riverside
K-12 ELA, Math, Science, Social Studies
Riverside Interim Assessments
Riverside
G 2-11 ELA, Math
Performance
Global Scholar
K-12 ELA, Math, Science
iReady Diagnostic
Curriculum Associates
MAP
NWEA
MAP
NWEA
Explore
ACT
Quality Core
ACT
ACT
ACT
PLAN
ACT
Compass
ACT
K-8 ELA, Math
G 3-10 Science
G 2-12 Math Reading, Language Usage
G 8-9 ELA, Math, Science
G 9-12 End of Course Exams: Algebra I, II, Geometry,
Pre-Calculus, Biology, Chemistry, Physics, U S History
G 11-12 ELA, Math, Science
G 10 English, Reading, Math, Science
G 10-12 Writing, Reading, Math
The following table describes the three types of student growth measures including certain legislative requirements and LEA options.
1 Teacher Value-Added
•
•
•
•
•
•
MUST use if available
10-50% if applicable
Phased-in implementation of reading and mathematics, Grades 4-8
Extended reporting (other grades and subjects) being piloted
EVAAS Value-Added metric, aggregated across subject areas
o 1-year report; or 2- or 3-year rolling average, based on availability
2 Vendor Assessments
•
•
•
•
• MUST use if LEA has assessment in place
10-50% if applicable and no Value-Added data available
• From ODE-Approved List
Vendors demonstrate how assessment can measure growth
3 LEA-Determined Measures
• • MAY use: LEA decision (Teacher Categories A and B)
• 0-40% if used in combination with Type One or Two measures
• MUST use (Teacher Category C)
• 50% if no Type One or Two data available
• Three types of LEA-Determined Measures
Student Learning Objectives process for using measures that are specific to relevant subject matter. Measures must be districtapproved and may include:
• Locally developed assessments;
• Pre/Post assessments;
• Interim assessments;
• Performance-based assessments;
• Portfolios.
Shared attribution measures to encourage collaborative goals and may include:
• Building or District Value-Added is recommended if available;
• Building teams (such as content area) may utilize a composite Value-Added score;
• Performance Index gains;
• Building- or District-based SLOs.
Teacher Category A (with Value-Added) also may use Vendor assessments as an LEA-determined measure if using both.
Adoption of Revised Academic Content Standards and
Common Core State Standards
First steps in our transition to the COMMON CORE in 2010-11:
•All 8th grade students will take the Explore in the fall http://www.act.org/explore/
•All 9th grade students will take the Plan during OGT testing http://www.act.org/plan/index.html
• Begin to collect baseline data and begin to build a longitudinal look at our population.
WHS is going to pilot end of course exams in four courses in Math and English (may not test all students
in the course but will give us a sample) – We have been talking to Quality Core.
http://www.act.org/qualitycore/index.html
•We need to begin the mapping/alignment process and believe that it starts from the top down- remember our
target testing with students in regards to ACT will be in the fall and spring of the junior year. Therefore, when
looking at vertical alignment we will need to start with and include the middle school – not wait until high
school. ACT is 97% aligned to the COMMON CORE.
Next steps in our transition to the COMMON CORE in 2011-12:
• Assessment Day for all grades 7 - 12
Adoption of Revised Academic Content Standards and
Common Core State Standards
Next steps in our transition to the COMMON CORE in 2011-12:
October Assessment Day - 10/7/11 (Early Release)
7th Grade – Explore (Scored by ACT)
8th Grade – Explore (Scored by ACT)
9th Grade – Plan (Scored by ACT)
10th Grade – Plan (Scored by ACT)
11th Grade – ACT Practice Test (retired version scored internally)
12th Grade - ACT Practice Test (retired version scored internally)
ACT Test Date is 10/22/11
Departmental Meetings with WCESC to discuss alignment to newly
revised standards
2011-12
Wayne Local Schools College and Career Readiness Model
6th Grade
Career Day
7th Grade
Kuder/OCIS
OAA (Reading and Math)
OAA (Reading and Math)
Practice Explore (scored by ACT) October Assessment Day
Iowa Testing
8th Grade
Kuder/OCIS
Real World Real Money
Mock Interviews
OAA (Reading, Science and Math)
MMGW Assessment (survey only)
Explore (scored by ACT) October Assessment Day
9th Grade
Kuder/OCIS
Career Day
Plan (scored by ACT) October Assessment Day
PSAT (not mandatory – moved to Saturday for 2012)
10th Grade
Kuder/OCIS
Career Day
Plan (scored by ACT)
October Assessment Day
OGT (Reading, Math, Science, Writing, Social Studies)
PSAT (not mandatory)
11th Grade
Kuder/OCIS
Career Day
College Day
ACT Practice Test (retired version scored internally)- October Assessment Day
ACT Test
PSAT (not mandatory)
12th Grade
Career Passport
College Day
ACT Practice Test
ACT Test
(retired version scored internally)-
October Assessment Day
Freshman
Plan
7:35 - 8:35
8:40 - 9:10
9:10 - 9:50
9:50-10:00
10:00 - 10:20
10:25 - 10:50
10:50-11:02
11:02 -11:32
11:35-12:00
12:03 - 12:32
Teachers
Burchfield (rm 23)
Pardon (rm 28)
Stubbs (rm 15)
Hardin (SL1)
Weirauch (rm 27)
Judy /Mandy (rm
25)
Sophomores
College Readistep
Career
Section
English
Math
Break
Reading
Science
Collect Test
LUNCH
6th Period
7th period
7:35- 8:00
8:00-8:40
8:45 - 9:25
9:25-9:35
9:40-10:00
10:05 -10:25
10:30-11:02
11:02 -11:32
11:35-12:00
12:03 - 12:32
24
23
24
24
24
Teachers
Helleman (SL2)
Curlis (rm 21)
Clark (SL 3)
Lewis (mac)
Molly (art)
9
128
Answer Document
Reading
Writing
Break
Math w/Calc
Math wo/Calc
Collect test
LUNCH
6th Period
7th period
24
22
23
24
9
102
Foley - Sub/Bathroom
Gabbard / Philpot - Hallway
Juniors and Seniors
ACT
7:35 - 8:00
8:00 - 8:45
8:50 - 9:50
9:50 - 10:00
10:00 - 10:35
10:40 - 11:15
11:20 - 11:50
11:50-12:02
12:02 - 12:32
Teachers
Hoehner (rm 22)
Stupp (rm 16)
Polz (rm 14)
Schleman (rm 13)
Syvertsen (rm 26)
Frost (rm 18)
Langford (rm 17)
Answer Document
English
Math
Break
Reading
Science
Writing
Collect test
Lunch
Hamen (rm 12)
Rivero (rm 24)
Lueth (media)
Lunch at 12:32
Lunch at 12:32
Lunch at 12:32
Lunch at 12:32
21
20
20
20
22
20
20
20
21
8
19
2
District Objective – Student Achievement/ Accountability
Lexile.com
The Lexile Framework for Reading
Matching readers with texts
http://www.thereadingwarehouse.com/DEV/search.php?Lexile=1290
http://www.lexile.com/about-lexile/lexile-overview/
http://www.lexile.com/analyzer/
“Typical” Reader – Lexile measures by Grade:
Grade
1
Up to 300 L
2
140 - 500 L
3
330 - 700 L
4
445 - 810 L
5
565 - 910 L
6
665 - 1000 L
7
735 - 1065 L
8
805 - 1100 L
9
855 - 1165 L
10
905 - 1195 L
11&12
940 - 1210 L
ACT has established progressive Lexile Ranges aligned to College and Career
Readiness Expectations for all students:
Grades
2-3
4-5
6-8
9-10
11-CCR
450 – 790 L
770 – 980 L
955 – 1155 L
1080 – 1305 L
1215 – 1355 L
6 LA
Oceans cover more than two-thirds of our planet. Yet, just a small fraction of
the underwater world has been explored. A new project aims to shed additional
light on the ocean depths. Scientists at the Woods Hole Oceanographic
Institution (WHOI) in Massachusetts are building an underwater vehicle that will
carry explorers as deep as 6,500 meters (21,320 feet). The new machine,
known as a manned submersible or human-operated vehicle (HOV), will
replace another one named Alvin, which has been operating for 40 years but
can go down only 4,500 meters (14,764 feet).
Based on the amazing results of Alvin’s explorations, there’s plenty more
down there to be discovered.
6 LA
A Portrait of Adult Reading
Demands
•
•
•
•
Community College Textbooks (1200L‐1370L)
University Textbooks (1300L‐1480L)
SAT/ACT/AP Test Materials (1105L‐1205L)
GRE Test Materials (1325L‐1440L)
What does the Data Show???
Correlation between ACT Explore® and Grade 8 OAAs
The ACT Explore® test is often given to 8th grade students as a means of seeing how prepared these students are for high school and beyond.
There is typically not a lot of understanding of the content that goes into the ACT tests, and often times no further analysis is done in terms of the
group performance on the test compared with the Ohio Achievement Tests.
At the request of a SW Ohio district, I undertook a correlation study between student performance on the ACT Explore test and the subsequent
OAA tests taken by the same students about 5 months after the Explore test.
Before presenting the data, I think it is important to explain what a correlation coefficient is. Often denoted by the symbol r , a correlation
coefficient looks at two variables for the same student and determines the degree of linear connection between the two of them. When dealing with
data from human subjects, like test results, the following table is helpful for interpreting r values.
r value
Correlation
None
Small
Medium
Strong
0.0 to 0.09
0.1 to 0.3
0.3 to 0.5
0.5 to 1.0
Here is the table of r values for the correlations calculated for this district’s 8th graders. The scaled score values for both tests
were used.
OAA test
ACT Explore® test
r value
Reading
Reading
0.64
Reading
English
0.75
Math
Math
0.77
Science
Science
0.52
You can see from the two tables that there definitely exists a strong correlation between the achievement levels of students taking both of these
tests. Of the four comparisons, the science correlation appears to be the weakest. My proposed explanation for this is that the Explore Science
test is almost exclusively a Science Process skills test versus the OAA which is heavily content knowledge driven. Even still the correlation is in
the strong category. This gives the Explore test diagnostic value for the OAAs. If the results are received with time prior to the OAA
administration interventions could be made.
ACT’s College Readiness Benchmarks
Test
EXPLORE
PLAN
ACT
English
13
15
18
Mathematics
17
19
22
Reading
15
17
21
Science
20
21
24
Classes of 2016 and 2017
Class of 2015 at or above benchmark (2010-11 Explore Results)
90%
ACT’s College Readiness Benchmarks
84%
80%
66%
70%
61%
Test
English
Mathematics
Reading
Science
EXPLORE
13
17
15
20
PLAN
15
19
17
21
ACT
18
22
21
24
62%
60%
50%
WMS
36%
40%
National
36%
27%
30%
20%
10%
10%
0%
English
Math
Reading
Science
We will divide our students into three groups:
those who are ON TARGET (met or exceeded the College Readiness Benchmarks)
those who are NEARLY ON TARGET (within 2 or fewer score points of meeting each Benchmark)
those who were OFF TARGET (more than 2 score points from meeting each Benchmark).
Class of 2014 at or above benchmark (2011 Plan Results)
Achievement
90%
80%
70%
77%
68%
62%
60%
50%
50%
WHS
42%
40%
National
34%
29%
30%
22%
20%
Growth
10%
0%
English
Math
Reading
Science
District Objective – Student Achievement/ Accountability
Class of 2014 Plan Results (2011)
Achievement
80%
72%
70%
58%
60%
51%
50%
Growth
On Target
41%
38%
40%
Nearly on Target
30%
25%
21%
20%
Individual Benchmarks
those who are ON TARGET (Plan score of 20 or above)
those who are NEARLY ON TARGET (Plan score of 18-19)
those who were OFF TARGET (Plan score of 17 or below)
15%
Not on Target
27%
22%
17%
13%
10%
0%
English
Math
Reading
Science
Gender
Grade
Comp (Iowa 2009)
Composite (Plan 2011)
Projected ACT
Goal - Comp Score of 24 (20 and above)
M
9
98
25
26-30
M
9
21
22-26
F
9
20
21-25
M
9
20
21-25
M
9
21
22-26
On Target
On Target
On Target
On Target
On Target
92
Gender
Grade
Comp (Iowa 2009)
Composite (Plan 2011)
Projected ACT
Goal - Comp Score of 24 (18 or 19)
F
9
76
18
19-23
F
9
76
18
19-23
M
9
70
18
19-23
M
9
79
18
19-23
F
9
68
18
19-23
Nearly on Target
Nearly on Target
Nearly on Target
Nearly on Target
Nearly on Target
Gender
Grade
Comp (Iowa 2009)
Composite (Plan 2011)
Projected ACT
Goal - Comp Score of 24 (17 and below)
M
9
68
16
16-20
F
9
13
13-17
F
9
50
17
17-21
F
9
65
15
15-19
F
9
90
17
17-21
Not on Target
Not on Target
Not on Target
Not on Target
Not on Target
District Objective – Student Achievement/ Accountability
Average Final QualityCore Algebra I Score: 145
Final Scale Score Range 125-175
Quality Core – End of Course Exam
Average Final QualityCore Geometry Score: 145
Final Scale Score Range 125-175
Subscores -- Points Received / Possible Points
Exploring Expressions,
Equations, and Functions in
the First Degree 12
Exploring Other Nonlinear
Equations and Functions 6
Exploring Quadratic
Equations and Functions 3
28
12
Comparing Geometric Figures
6
14
Logic and Proof 5
14
Measurement/Coordinate
Geometry/Trigonometry 8
14
Number Sense, Operation and
Graph Skills 7
Subscores -- Points Received / Possible Points
18
Properties of Geometric
Figures 10
16
Received Points
Possible Points
Average Final QualityCore Algebra II Score: 144
Final Scale Score Range 125-175
Received Points
14
Nonpolynomial Functions 5
14
Number Sense and Operation
Skills and Quadratic
Functions 6
14
Polynomial Functions 6
14
Probability, Sequences, and
Series 6
Possible Points
Average Final QualityCore Precalculus Score: 150
Final Scale Score Range 125-175
Subscores -- Points Received / Possible Points
Linear Functions 5
24
Subscores -- Points Received / Possible Points
Conic Sections; Advanced
Functions 12
19
Polar Coordinates and
Vectors 8
14
Polynomial Functions;
Sequences and Series 7
17
Trigonometric and Periodic
Functions 11
20
14
Received Points
Received Points
Possible Points
How will you measure success/growth?
Possible Points
Quality Core – End of Course Exam
District Objective – Student Achievement/ Accountability
Average Final QualityCore English 10 Score: 154
Final Scale Score Range 125-175
Average Final QualityCore English 9 Score: 152
Final Scale Score Range 125-175
Subscores -- Points Received / Possible Points
Subscores -- Points Received / Possible Points
Critical Reading 8
Critical Reading 7
13
Essay 9
Mechanics of Writing 2
12
Essay 10
24
Mechanics of Writing 4
5
24
6
Reading Comprehension 12
Reading Comprehension 12
17
17
Received Points
Received Points
Average Final QualityCore English 11 Score: 156
Final Scale Score Range 125-175
Average Final QualityCore English 12 Score: 154
Final Scale Score Range 125-175
Subscores -- Points Received / Possible Points
Subscores -- Points Received / Possible Points
Critical Reading 9
Critical Reading 12
15
6
5
Reading Comprehension 9
Reading Comprehension 10
24
24
Mechanics of Writing 4
Mechanics of Writing 4
16
Essay 12
Essay 14
Possible Points
Possible Points
13
15
Received Points
Received Points
Possible Points
Possible Points
What does the Data Show???
Writing
Math
Social Studies
Science
Reading
OGT Seven Year Study
2005 - 2011
Percentage of students who passed the OGT on the first attempt
100%
93%
90%
90%
83%
78%
80%
70%
79%
76%
69%
60%
50%
40%
30%
20%
10%
0%
All 2005
All 2006
All 2007
All 2008
All 2009
All 2010
All 2011
Waynesville High School Ranked 24th in the State of Ohio!!!!
WHS is ranked 24th on the list of high schools released by the Ohio Department of
Education. This places WHS in the top 3-4% of the high schools in OHIO (753).
WHS is also ranked 54th on the list of ALL schools (K-12) and places WHS in the
top 1.5% of ALL schools in OHIO (3440).
Performance
Index Score
2010-11
114.6
114.1
114
113.5
113.4
112.7
112.5
112.4
112.2
112.2
112
Building Name
District Name
Solon High School
Oakwood High School
Dublin Jerome High School
Minster High School
Turpin High School
Hudson High School
Toledo Early College High School
Rocky River High School
John Hay Early College High School
Aurora High School
Olentangy Liberty High School
Solon City
Oakwood City
Dublin City
Minster Local
Forest Hills Local
Hudson City
Toledo City
Rocky River City
Cleveland Municipal
Aurora City
Olentangy Local
Indian Hill High School
Indian Hill Exempted Village
Reynoldsburg High School eSTEM
Madeira High School
William Mason High School
New Albany High School
Walnut Hills High School
Mariemont High School
Chagrin Falls High School
Wyoming High School
Springboro High School
Reynoldsburg City
Madeira City
Mason City School District
New Albany-Plain Local
Cincinnati City
Mariemont City
Chagrin Falls Exempted Village
Wyoming City
Springboro Community City
111.9
111.9
111.9
111.8
111.8
111.7
111.7
111.4
111.1
Upper Arlington High School
Ottawa Hills High School
Waynesville High School
Upper Arlington City
Ottawa Hills Local
Wayne Local
111
111
110.8
Versailles High School
Versailles Exempted Village
110.7
112
What will you do this year to ensure ALL students experience success and growth?
District Objective – Student Achievement
Performance Index
The Performance Index (PI) is a calculation that
measures achievement/OGT test performance at the 3rd,
4th, 5th, 6th, 7th, 8th, and 10th (OGT) grade levels based
upon the number of students at each performance level.
The PI is calculated by assigning a weighted score to
each performance level in the following manner:
• Untested students - 0 points
• Below Basic/Limited - 0.3 points
• Basic - 0.6 points
• Proficient - 1.0 points
• Accelerated – 1.1 points
• Advanced - 1.2
The percentage of students at each performance level is
then multiplied by their respective weight, and the totals
for each performance level are summed to get the
building’s overall Performance Index score.
Gap Analysis Used for Student Achievement/ Benchmarks
District Objective – Student Achievement
How will you measure success/growth?
ACT Benchmarks and Goals
SUBJECT
NUMBER
TESTED
Solon City SD
Reading
472
Waynesville
Reading
Solon City SD
Waynesville
PERCENT
PROF. OR
ABOVE
PERCENT
ADV.
PERCENT
ACCEL.
PERCENT
PROF.
PERCENT
BASIC
PERCENT
LIMITED
PERCENT Adv
+ ACC
99.2
66.9
24.8
7.4
0.6
0.2
91.7
128
97.7
39.1
33.6
25
1.6
0.8
72.7
Mathematics
472
98.5
81.1
13.1
4.2
0.6
0.8
94.2
Mathematics
128
94.5
64.8
23.4
6.3
3.1
2.3
88.2
Solon City SD
Writing
472
98.5
10.4
76.9
11.2
1.1
0.4
87.3
Waynesville
Writing
128
97.7
0.8
75.8
21.1
0.8
1.6
76.6
Solon City SD
Science
472
97.7
60.8
22.5
14.4
1.7
0.6
83.3
Waynesville
Science
128
94.5
46.1
22.7
25.8
3.9
1.6
68.8
Solon City SD
Social Studies
472
99.2
82.2
10
7
0.2
0.6
92.2
Waynesville
Social Studies
128
94.5
70.3
12.5
11.7
3.1
2.3
82.8
Solon City SD
All Five
472
97
Waynesville
All Five
128
90.6
School
Five-Year School Score Summary (2011)
% of Students at WHS with a score of a “3” or above
Waynesville High School
Ohio
Global
What does the Data Show???
6/7/8 Reading
8 Science
6/7/8 Math
OAA DATA
2007 - 2011
WMS Performance Index
WMS OAA
Summary Results
%
Proficient
2007
2008
2009
2010
2011
6 Reading
94
87
92
92
96
6 Math
91
95
96
92
93
7 Reading
90
89
90
96
85
7 Math
84
84
94
90
84
7 Writing
96
95
91
NA
NA
8 Reading
94
94
95
93
96
8 Math
88
83
92
84
90
8 Science
87
83
91
90
88
8 SS
85
86
89
NA
NA
WMS OAA
Summary Results
%
Accelerated
Advanced
2007
2008
2009
2010
2011
6 Reading
50
54
50
58
62
6 Math
66
72
67
84
66
7 Reading
45
48
53
57
52
7 Math
31
32
38
51
46
7 Writing
64
74
54
NA
NA
8 Reading
58
70
63
65
73
8 Math
29
43
50
45
43
8 Science
56
44
65
63
61
8 SS
62
61
72
NA
NA
Components to help the teacher improve
Student Achievement
Staff Development and Improvement
Staff Development Opportunities linked to the following:
•
Promoting rigor/relevance and student engagement in the classroom. (MSTR)
•
The Big Idea – part of connection. (HSTW – MSTR)
•
Rigor/Relevance Framework http://www.leadered.com/rrr.html
•
Real World predictable and unpredictable situations.
•
•
•
Technology – engage, enrich, and re-teach. Real world examples – 21st Century Skills. Web page
development, smartbaords used as smartboards, teacher/student resource, STEM.
ACT Alignment –ACT Curriculum Review, reading comprehension assessments
S M A R T Goals - Goal meeting’s in September – 6-12 department meetings during late arrivals.
2010-11
Professional Development linked to District Objectives
Reading, Writing and Thinking
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47 Minutes of Learning
HSTW
Formative Assessments
Marzano - Acquisition of Vocabulary – Building Background Knowledge
RttT
Using data to improve classroom instruction (value-added, formative assessments)
Innovative opportunities and models for Ohio’s schools and education leaders
Expanding effective educator preparation programs
Integration of the new Content Standards and Model Curricula into the classroom
Research-based high quality instructional practices
Teacher evaluation systems that integrate student growth measures
Ohio Principal and Teacher Evaluation Systems
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Short Cycle Assessments
Laura Robb – Reading and Writing Strategies
Collins Writing
HSTW Focus Groups
Professional Learning Communities
Blooms , Blooms, Blooms……
WMS
Extra Time/Extra Help
The definition of INSANITY is doing the same thing over and over
again and hoping for different results.
Essential Questions:
Who is the customer?
What will you do this year to ensure ALL students experience success?????
How do you determine success in your classroom/school????
How will you measure success?
What will you do if students are not successful?
“What does a
Waynesville High School Graduate
look like???”
99% will have graduated in 4 years (86.9 state ave.)
Senior Year
58% participate in Athletics
95.4% participated in Fine Arts
Average credits earned = 24.9
35.2% have
taken an AP
course
ACT Ave. score – 21.5
29% will earn a Honors Diploma
Average GPA - 3.029
Top 4 Majors
1. Bio/medical
2. Nursing
3. Education
4. Criminal Justice
31.4% will have earned
College Credit through:
AP, PSEO or Dual Credit
93% passed the OGT on
the First Attempt
16.5% will go into the workforce
Each will earn $7929.00 in
scholarships
1.8% will go into the military
58.7% will attend a four year college/university (12% out of state)
24.7% will attend a two year college/university
Building a Culture of High Expectations: