2012-13 - Trotwood-Madison City Schools

Transcription

TROTWOOD-MADISON CITY SCHOOLS
END-OF-YEAR REPORT
2012-13
Respectfully Submitted to the :
Trotwood-Madison Board of Education
Trotwood-Madison CSO Faculty
Citizens of the City of Trotwood
Prepared by:
Kevin A. Bell
Superintendent of Schools
MISSION STATEMENT
The mission of the Trotwood-Madison City Schools is to graduate all students prepared to excel
in a global society with a commitment to lifelong learning by guaranteeing a challenging
curriculum facilitated by an innovative and dedicated staff, community participation, and stateof-the-art resources in a stimulating atmosphere.
BELIEFS
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We believe that learning is a lifelong process.
We believe that each individual is unique.
We believe that all people are capable of achieving success.
We believe that there is strength in diversity.
We believe that all people have value.
We believe that involvement is essential for a community to be successful.
GUIDING PRINCIPLES
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Our work will be aligned with our common mission, vision, values, and goals.
We will assure achievement for all students using a system of prevention and
intervention.
We will not work in isolation, but rather in collaborative teams focused on teaching and
learning.
We will use data to guide decision-making and continuous improvement.
We will gain active engagement from family and community.
We will build sustainable leadership capacity.
We will communicate to students that they are important, they are valued, and we will
not let them fail.
TABLE OF CONTENTS
Office of the Superintendent ....................................................................................................... l '
Curriculum/Instruction & Special Education Services .............................................................. 4
Pupil Personnel Services ............................................................................................................... 9
Human Resources ......................................................................................................................... 15
Operations & Community Relations .......................................................................................... 20
Early learning Center .................................................................................................................. 25
T-M Elementary School ............................................................................................................... 27
T-M High School (Grades 7-8) .................................................................................................... 29
T-M High School (Grades 9-12) .................................................................. ........................ ........ 31
Appendix ........................................................................................................................................ 35
OFFICE OF THE SUPERINTENDENT
This End-of-Year Report is intended to share information and data from district-level
departments and school buildings in the Trotwood-Madison City School District. The contents
are meant to provide transparency and inform all stakeholders and the general public on the
positives occurring within the system; as well as areas in which improvement is needed and will
be made over time . The report begins with the Central Administration's departmental
information/data and concludes with building-level information data.
Department reports are comprehensive and encompass the multiple responsibilities held by
each. Department staffs are highly competent and efficient, allowing for minimal district level
overhead while accomplishing all support services roles. During 2012-13, the district operated
4 of its 5 school bUildings (see Appendix : Attachment A). Schools in operations were:
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Westbrooke Village (Preschool)
Trotwood-Madison Early Learning Center (K-2)
Trotwood-Madison Elementary School (3-6)
Trotwood-Madison High School (7-12)
In 2013-14, the district will operate all of its school buildings and reconfigure as follows :
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Westbrooke Village (Preschool)
Trotwood-Madison Early Learning Center (K-2)
Madison Park Elementary School (2-4)
Trotwood-Madison Middle School (5-8)
Trotwood-Madison High School (9-12)
The Organizational Chart for 2013-14 can be found in the Appendix, notated as Attachment B.
DISTRICT GOALS/STRATEGIES
The district opened 2012-13 with a new three-year continuous improvement plan. The plan,
developed with representatives from the Region 10 State Support Team, is targeted on Literacy,
Mathematics, and Expectations & Conditions. Building level plans were created to support
attainment of the goals by 2015. In the building level reports, the number of students making
one year of progress as measured by Renaissance Learning's STAR Early Literacy, STAR Reading,
or STAR Math software is noted.
The Renaissance products used by the district have been approved by the Ohio Department of
Education as valid and reliable instruments to measure student growth. State assessment
results for all tested grades and subjects will be posted in mid to late August 2013 on the Ohio
Department of Education website, www.education.ohio.gov, as the new reporting system
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designed by the Department is only available electronically. Data related to Goal 3,
Expectations & Conditions, can be found in the Pupil Personnel Services section of the report .
GOAL 1: LITERACY
By 2015, 80% of PreK-12 students at Trotwood-Madison City Schools will score proficient or
higher in literacy as measured by district and state assessments and will meet or exceed
national averages on standardized tests in order to ensure all students are college and career
ready.
Strategy 1: Curriculum
Provide all PreK -12 students a comprehensive and balanced reading/language arts program
that is sCientifically based and has been affirmed through research and aligned to the Common
Core State Standards for literacy.
Strategy 2: Assessment
Implement a comprehensive system of assessments aligned to the Common Core State
Standards for literacy.
Strategy 3: Instructional Practice
Ensure/Implement the use of effective instructional practices that are research and evidencebased and yields increased levels of academic achievement for all students.
GOAl2: MATHEMATICS
By 2015, 75% of PreK-12 students at Trotwood-Madison City Schools will score proficient or
higher in mathematics as measured by district and state assessments and will meet or exceed
national averages on standardized tests in order to ensure all students are college and career
ready.
Strategy 1: Curriculum
Provide all PreK -12 students a comprehensive and balanced mathematics program that is
scientifically based and has been affirmed through research and aligned to the Common Core
State Standards for Mathematics.
Strategy 2: Assessment
Implement a comprehensive system of assessments aligned to the Common Core State
Standards for Mathematics
Strategy 3: Instructional Practice
Ensure/Implement the use of effective instructional practices that are research and evidencebased and yields increased levels of academic achievement for all students.
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GOAL 3: EXPECTATIONS AND CONDITIONS
Trotwood-Madison City Schools will cultivate educational settings that promote healthy and
safe interactions between internal and external stakeholders as measured by positive climate
surveys and a 50% reduction in student removals (i.e. suspension and expulsion) and an
increase in the attendance rate to 94% by June 2015.
Strategy 1
Implement and monitor the effectiveness and consistency of Positive Behavior Supports
district-wide.
Strategy 2
Consistently implement a plan to increase attendance district-wide by creating a positive
environment so students want to come to school.
Strategy 3
Build the capacity of staff through on-going job-embedded professional development to
provide/cultivate a safe and healthy school environment that is conducive to learning.
Strategy 4
Identify and utilize community partnerships and resources to cultivate and maintain a safe and
healthy school environment.
DIFFERENTIATED ACCOUNTABILITY
Trotwood-Madison City Schools worked in partnership with the Ohio Department of Education
(ODE), under its differentiated accountability program, to meet Elementary and Secondary
Education Act (ESEA) waiver requirements. In 2012-13, the district participated in a School
Improvement Diagnostic Review conducted by ODE. This in-depth, comprehensive analysis of
multiple data sources revealed a number of effective practices occurring in the district as well
as a variety of areas where improvement is essential. The results from the review and
recommendations are found in the Appendix, noted as Attachment C, Schoo/Improvement
Diagnostic Summary Report.
During 2013-14, representatives from the Ohio Department of Education and Region 10 State
Support Team will review the district and its buildings' progress toward implementing the
recommendations contained in the report. Reviews will be conducted at the 3, 6, and 12
month interval; with the first review occurring in November 2013.
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CURRICULUM/INSTRUCTION & SPECIAL EDUCATION SERVICES
CURRICULUM & INSTRUCTION
The relationship between curriculum and instruction is obviously a very close one. Curriculum is
essentially a design or roadmap for learning. As such, it focuses on knowledge and skills that
are judged important to learn. Instruction is the means by which that learning will be achieved.
Curriculum and Instruction develops and implements effective curriculum changes that increase
students' academic performance. The 2012-13 school year was the first time all teachers, K-12,
implemented curricular maps aligned to the New learning Standards. Revision to those maps
has been underway, as instruction has led to knowing where changes are needed in
instructional pacing, resources, and strategies.
In meeting the needs of the 21st century learner, the district provides students a curriculum
that blends thinking and innovation skills; information, media, and literacy to ensure all
students are college and career ready upon graduation.
STATE & FEDERAL ENTITLEMENT GRANTS
Trotwood-Madison City Schools applies for and receives a State-based grant of $120,000
annually for Early Childhood Education services. These funds can only be used for preschool
students and therefore the district operated 1 preschool unit using this funding source. The
school system also operated 2.5 additional preschool units to meet legal requirements of
service to eligible students with disabilities upon their third birthday.
The district is also a sub-recipient of several federal entitlement grants received by the Ohio
Department of Education. It also participates in the federal competitive grant, Race to the Top,
for which information is found in the next section. Grant award amounts are as follows:
Grant
Title I-A
Title I-51 Sub A
Title II-A
IDEA-B
IDEA-ECSE
Total of Entitlements
2012-13 Allocation
$1,575,107
$165,000
$227,769
$671,663
$7,310
$2,646,849
2013-14 Allocation
$1,443,529
$110,000
$219,580
$628,138
$6,900
$2,408,147
Difference
($131,578)
($55,000)
($8,189)
($43,525)
($410)
($238,702)
Grant allocation amounts are based on Census information and district demographic data
collected the Ohio Department of Education. Seventy-eight percent (78%) of the district's
students are economically disadvantaged and approximately 18% of the students have an
identified disability, which drives funding for Title I and IDEA-B respectively. As noted in the
chart above, federal sequestration has had a financial impact for 2013-14 funding. The district
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realized a decrease in every grant resulting in close to a quarter million dollars of reduced
revenue.
In 2012-13, federal entitlement grant funds were used for the following purposes:
Title I
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Parent Involvement Resources
Staff Professional Development
Instructional Software
Instructional Supplies
Teachers' Salaries/Benefits (FTE = 13.5)
Counselor Salary/Benefits (FTE =1)
Instructional Paraprofessionals' Salaries/Benefits (FTE = 10)
Title I-SI Sub A
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Instructional Monitoring Coaching
Instructional Tutors (FTE = 11)
Title II-A
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Professional Development Stipends
Professional Development Supplies
Teachers' Salaries/Benefits (FTE =3)
IDEA-B
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Mental Health Contract Services
Hearing Interpreter Contract Services
Speech Therapy Contract Services
Special Education Clerical Salary/Benefits (FTE = 1)
Intervention Specialists Salaries/Benefits (FTE =7.5)
IDEA-ECSE
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Preschool Intervention Specialist Salary/Benefits (FTE = 0.14)
Note: FTE is Full Time Equivalent, a term used to deSignate the number of full-time employees
paid via entitlement grant funds.
RACE TO THE TOP (RUT)
Race to the Top (RttT) is a $4.35 billion United States Department of Education initiative
created to spur innovation and educational reform in state and local district K-12 education. As
a RttT participant, Trotwood-Madison City Schools received $917,000.00 to aid in the effective
implementation of instructional change to reform and improve teaching. The district's RttT
initiatives in 2012-13 were :
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NEWSLETIERS
Race to the Top Newsletters are distributed electronically each month to staff and
posted on the district website for public review. These newsletters inform staff and
general public about the educational reform taking place in our schools.
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COMMON CORE ALIGNED READING LIST
The district has developed a K-12 framework for English Language Arts. A part of this
total framework is the development of a recommended list of novels, short stories,
poems, essays, dramas, and other literature that exemplify appropriate levels of text
complexity to support mastery of New Learning Standards.
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PROFESSIONAL DEVElOPMENT: FIP YOUR SCHOOl
100% of our teaching staff received job-embedded professional development in
Formative Instructional Practices (FIP). FIP is at the heart of teaching and learning. It
helps the instructional staff to :
o transition to the New Learning Standards
o measure student growth in "real-time"
o personalize learning for every student
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PROFESSIONAL DEVELOPMENT: SECONDARY ELA INSTRUCTION
In addition to the development of a K-12 Framework for English Language Arts,
secondary ELA teachers completed year one of a three year Institute provided by the
National Mathematics and Science Initiative (NMSI). Participants received in-depth
professional development spanning four days, utilizing success driven materials,
research-based instructional strategies, the latest classroom technologies, and online
resources. Created by master classroom teachers, the materials and resources can be
used immediately by the ELA staff to add depth and rigor to their classroom instruction.
CURRICULUM REVIEW COUNCIL RECOMMENDATIONS
The Curriculum Review Council (CRe) exists primarily to serve the Superintendent in an advisory
capacity on curricula matters and standards. It reviews all proposals received relative to course
offerings, curricula, and educational resources. Recommendations are made to the
Superintendent, which are ultimately forwarded to the Board of Education for consideration .
The Council also undertakes assignment of any study of curriculum-related matters considered
necessary by the Superintendent. As part of the work of the Curriculum Review Council,
recommendations were made to the Superintendent for standards and models of curriculum to
be accepted for World Language, Music, Visual Arts, and Physical Education.
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NEW COURSES
The CRC recommended the development of six new elective courses for the upcoming
school year. 3D Design, Art History, Ceramics, Digital Photography, Drawing and
Painting, and Textiles and Fibers were the six new course offerings added as electives.
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In addition to the new course offerings, the CRC recommended to extend the Physical
Science to a full year course.
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TEXTBOOK ADOPTION
The CRC will develop and recommend a textbook adoption schedule for the upcoming
year. Ensuring the alignment of all of our instructional materials and resources with the
New Learning Standards is of paramount concern to the district. A K-12 textbook
adoption for English Language Arts will be the better part of work for the CRC in the
upcoming school year. The CRC will also review texts for Mathematics 9-12.
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MATH ADOPTION IMPLEMENTATION
Text book adoption for Mathematics K-8 was completed in the 2011-2012 school year.
The CRC will review the levels of implementation and recommend to the Principals and
Superintendent needed professional development to ensure an efficient and effective
level of implementation.
SPECIAL EDUCATION SERVICES
The Special Education Department of Trotwood-Madison City Schools received results of the
Ohio Department of Education 2013 determination of special education program performance
conducted by the Office for Exceptional Children (OEC). Trotwood-Madison City Schools'
determination is Meets Requirement, the highest distinction. This primarily relates to issues of
reporting and compliance . We are very proud of this rating.
All buildings and grade levels have students who receive special education services. The
number of identified students for each site is delineated in the following chart. Disability
categories range from students with only a speech impairment to those with significant
multiple disabilities or autism. Meeting students' needs in their least restrictive environment is
paramount in the decision-making process of services rendered during Individual Educational
Plan (IEP) meetings.
Building
Westbrooke Village
T-M Early Learning Center
T-M Elementary School
T-M High School (Gr. 7-8)
T-M High School (Gr. 9-12)
District Totals
Bldg. EOY
Enrollment
89
577
706
390
768
Males wi
Disability
26
49
91
52
84
2,530
302
Females wi
Disability
7
29
44
18
49
147
Total #wl
Disability
33
78
135
70
133
449
%ofBldg.
Enrollment
37.1%
13.5%
19.1%
17.9%
17.3%
17.7%
Note. EOY denotes EndwoJ-Year
The Extended Academic content standards were utilized to gUide instruction for students with a
need for a modified curriculum . These standards were developed by the Ohio Department of
Education and provided access points to the general education curriculum for students. This
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allowed teachers to cover concepts to a greater degree and raised the expectation for
heightened content mastery. Students were assessed on these standards under the new
Alternate Assessment for Students with Cognitive Disabilities this spring.
Academically, the district continues to strive at closing the achievement gap between students
with disabilities and their typical counterparts. Based on preliminary Ohio Achievement
Assessment and Ohio Graduation Test data, there remains a significant discrepancy in
achievement for all subjects/grades except for 11th grade reading and writing. One action the
district will take is to evaluate current and new service delivery options. In 2012-13, students
were instructed using a variety of service delivery options; including inclusion, pull out/resource
and self-contained classrooms in English language Arts (ELA) and Math to best meet individual
student needs.
In order to better meet the needs of students in all content areas, the inclusion services will be
modified in the coming year. Teachers are being scheduled to provide either service to students
within a classroom or pull small groups offlexibly grouped students during a lesson.
Intervention Specialists will be scheduled time to support students in science, social studies,
and elective classes in the upcoming year to further address student needs.
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PUPIL PERSONNEL SERVICES
NURSING SERVICES
CLINIC VISITS - 6514
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Westbrooke - 30
Early learning Center - 3105
Elementary - 1523
High School - 1856
SCREENINGS
Initial vision, hearing, 8MI, Height, Weight, and Scoliosis in specified grade levels) - 2232
Students rescreened due to failure (vision/hearing only) - 492
Students referred after rescreening - 257
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Westbrooke
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Screened - 147
Rescreened - 19
Referred - 28
Early learning Center
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Screened - 854
Rescreened - 195
Referred - 63
Elementary
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Screened - 539
Rescreened - 144
Referred - 83
High School
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Screened - 692
Rescreened - 134
Referred - 83
ACCIDENTS REPORTS - 252
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Early learning Center - 77
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Elementary - 81
High School - 94
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MENTAL HEALTH SERVICES
Total: Referrals: 140; Services Rendered : 84; Declined Services: 56
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Early Learning Center - Referrals: 11; Services Rendered : 7; Declined Services: 4
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Elementary - Referrals: 61; Services Rendered: 36; Declined Services: 25
Middle School- Referrals: 19; Services Rendered: 11; Declined Services: 8
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High School- Referrals: 49; Services Rendered: 30; Declined Services: 19
ATTENDANCE (some students were referred twice)
Total Students being monitored - 188
Total Court referrals - 77
Total Referrals (includes no shows) - 410
Total Cases resolved - 190
Miscellaneous (juvenile court bills, court document change, etc.) - 25 (estimated)
Estimate of actual savings based on court documents and/or residencies changed: $50-60,000
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Early Learning Center - 68 (monitor-21, court referrals-16, completed and closed-31)
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Elementary - 100 (monitor-3D, court referrals-16, completed and closed-54)
High School- 217 (monitor-67, court referrals-45, completed and closed-lOS)
REGISTRATIONS (8-1-12 through 6-6-131 - 946
Westbrooke - 71
Early Learning Center - 319
Elementary - 209
Middle/High School- 347
WITHDRAWALS (7-1-12 through 6-6-131 -1004
Westbrooke - 32
Early Learning Center - 156
Elementary - 228
Middle/High School- 588
EARLY LEARNING CENTER DISCIPLINE
Expulsions - 1 (physical aggression-grade 1)
Suspensions -115 occurrences (11 Special Ed. students with 1-3 occurrences)
Kindergarten - 14 occurrences (3 repeat offenders with 2 occurrences each)
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Physical Aggression/Fighting/Disruption/lnsubordination-10 occurrences
Property Misuse/Vandalism/lnappropriate Location-2 occurrences
Other-2 occurrences
Grade 1 - 60 occurrences (18 repeat offenders with 2-6 occurrences)
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Abusive Language-4 occurrences
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Theft-3
2 - 42 occurrences (11 repeat offenders with 2-6 occurrences)
Other-1occurrences
ELEMENTARY DISCIPLINE
Expulsions - 15
• Grade 3 - 2 (drugs and theft)
• Grade 4 - 3 (weapons, disruption, other behavior)
• Grade 5 - 8 (3 fighting/physical aggression, 2 defiance/disruption, 1 combustible, 1
weapon, 1 technology violation)
• Grade 6 - 2 (fighting/physical aggression)
Suspensions - 809 occurrences (44 Special Ed. students with 1-8 occurrences-including bus
suspensions)
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Inappropriate display of affection-2 occurrences
Abusive language-1 occurrence
Standing, walking, throwing things out bus window, etc.-2 occurrences
• Physical Aggression/Fighting/Disruption/lnsubordination-87 occurrences
• Abusive Language-18 occurrences
• Standing, walking, throwing things out bus window, etc.-13 occurrences
• Other Behavior-3 occurrences
• Harrassment-3 occurrences
• Inappropriate eating, inappropriate location, property damage-3 occurrences
• Physical Aggression/Fighting/Disruption/lnsubordination - 146 occurrences
• Abusive Language- 30 occurrences
• Standing, walking, throwing things out bus window, etc.-19 occurrences
• Harassment and/or bullying- 2 occurrences
• Weapons/use of combustibles-2 occurrences
• Theft/improper use of technology-3 occurrences
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Other Behavior-14 occurrences
Inappropriate eating, inappropriate location, property damage-5 occurrences
Harassment-3 occurrences
Weapons/use of combustibles-2 occurrences
Theft/improper use of technology-4 occurrences
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HIGH SCHOOL DISCIPLINE
Expulsions - 32
• Grades 7-8 - 5 (drugs/weapons, theft, physical aggression)
• Grades 9-12 - 27 (inappropriate affections, drugs/weapons, theft, physical aggression)
Suspensions: Middle School- 714; High School - 969 =1683 Total Occurrences
(132 MS-Special Ed. students with 1-11 occurrences-including bus suspensions and 202 HSSpecial Ed. students with 1-11 occurrences-including bus suspensions)
Grade 7 - 251 occurrences (repeat offenders with occurrences)
• Abusive Language-30 occurrences
• Standing, walking, throwing things out bus window, etc-4 occurrences
• Harassment-1occurrence
• Weapons/use of combustibles-3 occurrences
• Theft/improper use of technology-6 occurrences
• Drugs/alcohol-1occurrence
• Truancy/tardy/skip class-21 occurrences
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Standing, walking, throwing things out bus window, etc-10 occurrences
Inappropriate eating, inappropriate location, property damage/dress code-7
occurrences
Drugs/alcohol/tobacco-3 occurrences
Truancy/tardy, skip class-75 occurrences
occurrences
Harassment/bullying-6 occurrences
Weapons/use of combustibles/arson-1 occurrence
Theft/improper use oftechnology-10 occurrences
Truancy/tardy/skip class-66 occurrences
Drugs/alcohol/tobacco-5 occurrences
Physical Aggression/Fighting/Disruption/lnsubordinatio-136 occurrences
Property damage/vandalism-4 occurrences
occurrences
Drugs/alcohol-loccurrence
Truancy/tardy/skip class-47 occurrences
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Inappropriate display of affection-1 occurrence
Dress code/tardy/truancy-26 occurrences
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12 - 119 occurrences (30 repeat offenders with 2-7 occurrences
Harassment-loccurrence
Drugs/alcohol-3 occurrences
Skip class/tardy-27 occurrences
TOTAL EXPULSIONS - 48 Occurrences (decrease of 3 from 2011-12)
TOTAL SUSPENSIONS - 2607 Occurrences (increase of 306 from 2011-12)
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HUMAN RESOURCES
EMPLOYMENT OF NEW STAFF
Trotwood-Madison City Schools hired forty-four (44) staff members for 2012-13.
The break-down of 2012-13 new hires is as follows :
Certified - Twenty-one (21)
A. Elementary - Eight (8)
1. Trischelle Estelle - Guidance Counselor/Social Worker
2. Brittney Foster - Intervention Specialist
3. Amanda Gibson - 6th Grade Teacher
4. Sharon Jones - 4th Grade Teacher
s. Hillary Kloth _1 st Grade Teacher
6. Sonia Nickles - Academic Intervention
7. Donneta Shardo _l't Grade Teacher
8. Latasha Van Kleeck - Kindergarten Teacher
B. Secondary - Thirteen (13)
Angela Bruno - Music
Dawana Coleman - Science
Kimberly Collier - Intervention Specialist
Linda Cooper - Business
s. Sara Costner - Career Readiness
6. Michele Goodpaster - English/Language Arts
7. Daryl Krueger - Social Studies
8. Christopher Lemon - Spanish
9. Jonathan Rice -Intervention Specialist
10. Carly Smith -Intervention Specialist
11. Amanda Wampler - Math
12. Maria Workman - English/Language Arts
13. Michelle Wroda - Math
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Of the twenty-one (21) certified new hires, five (5) were Resident Educators (RE):
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Brittney Foster, l ' t year RE (mentor-Jody McCurdy)
Christopher Lemon, 1st year RE (mentor - Alicia Pagan)
Latasha Van Kleeck, 1st year RE (mentor - Cecilia White)
Amanda Wampler, 1st year RE (mentor - Adelaide Shultz)
Maria Workman, 1st year (mentor - Sarah Acton)
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Classified - Twenty-three (23)
Food Service - Two (2)
1. Brenda Marconett - Food Service Worker
2. Felycia Ray - Food Service Worker
Instructional Support - Five (5)
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lisa Cummings - Paraprofessional
Stephen Fortson - Paraprofessional
Angela Harris - Paraprofessional
Annetta Richardson - JROTC
Caleb Walton - lifeguard
Transportation - Eleven (11)
1. Karan Baker - Driver
2. Leroy Banks - Driver
3. Keith Battle - Bus Aide
4. Brenda Brooks - Driver
5. Torri Gregory - Bus Aide
6. Gwendolyn Gresham - Driver
7. Yolanda Hunter - Driver
8. James Johnson - Driver
9. Dajuananoki Montague - Driver
10. Elaine Owens - Driver
11. Tamekia Witherspoon - Driver
Treasurers Office - Two (2)
1. Jacob McGrath - Financial Analyst
2. Pamela Simon - Account Clerk
Buildings/Grounds - Three (3)
1. James Foley - Maintenance Worker
2. Christopher Norvell- Custodian
3. Arthur Stephens - Custodian
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SEPARATIONS
Thirty-eight (38) employees separated from Trotwood-Madison City Schools during 2012-13.
The break-down of 2012-13 separations is as follows:
Retirement - Twelve (12)
1. Frances Boykin - Food Service
2. Winston Class - Custodian
3. Kathy Claytor - Teacher
4. Douglass Hitchcock - Teacher
5. Sharyn Jackson - Teacher
6. Robert lekan - Custodian
7. Marion McGinnis - Teacher
8. Ralph Root - Maintenance
9. Vivian Schooler - Director
10. Royce Spurlock - Custodian
11. Susan Staley - Teacher
12. Phillip Wells - Teacher
Voluntary - Twenty (20)
Sheba Abdullah - Driver
Rita Barnhart - Food Service
Michael Belmont - Teacher
Henry Benton - MAAP Monitor
Michelle Borjas - Teacher
Amber Brubaker - Teacher
Amber Buysman - Teacher
linda Cooper - Teacher
Kwame Davis - Administrative Assistant
lakeshia Felton - Paraprofessional
Amanda Gibson - Teacher
Gent Jones - Driver
Marvin Jones - Assistant Principal
Kerrie Middleton - Teacher
Shawnta Powell - Driver
Adrienne Rawl- Teacher
Verna Reed - Teacher
Misti Scales - Driver
Elizabeth Trapani -lifeguard
Bobby West - Driver
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Involuntary - Six (6)
STAFF RELATIONS
labor-Management Concerns
Issues raised at building level, department level and district level labor-Management meetings
during 2012-13 included:
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Evaluation process
Fall Break (lack of)
Substitute teacher availability
Bathroom cleanliness
Teachers sometimes have to shift focus from their own class to address discipline issues
with students not assigned to them
6. Staff request to change location of a printer
7. Staff request to change room assignments for teaching periods
8. Sign in processes for staff members
9. Refocusing staff on building goals
10. Need to work together to supervise hallways
11. Ensuring classified staff can attend staff meetings
12. Teachers not having enough time to complete required tasks
13. Requesting change in 50% grade rule
14. Request for building adm inistrator and secretary availability for emergency student
removal
15. Changing time for science class lunch
16. Reinstating school-wide detention
17. Some teachers want input on administrator evaluations
18. Concern about adm inistrator-teacher communication
19. Request to revise student grade card content and format
20. Transportation process for assigning field trips
21. Vacancies should be filled in a timely manner
22. Some teachers feel administrators undermine teacher authority
23. Concern about all building administrators out of building at the same time
24. Concern about teacher inconsistency in dealing with student discipline
25. Concern about how staff members address students and each other
26. Providing services to students who have had death in family
27. Cleaning supplies to teachers for desks and chairs
28. Notifying staff when principal is out
29. FIP - teachers need personal reflection time
30. Student supervision for the clinic
There were no issues brought to any labor-Management teams in April or May. Teams are not
expected to meet in June.
18
Negotiations
Our current negotiated agreement expires June 30, 2013. A negotiations team comprised of
District administrators and Dwight Washington, along with members of the bargaining unit and
Darlene Messer (OEA representative) are currently negotiating a new contract. The team is
hopeful that the negotiations process is in the last stages and will be completed soon. Once a
tentative agreement is reached, TMEA will seek ratification by their membership.
Evaluation Systems
In accordance with the Ohio Revised Code (ORC 3319.111), not later than July 1, 2013, the
Board of Education (BOE) of each school district, in consultation with teachers employed by the
Board, shall adopt a standards-based teacher evaluation policy that conforms with the
framework for evaluation of teachers developed under section 3319.112 of the ORe. Each
Local Education Agency (LEA) must adopt an evaluation process consistent with the adopted
BOE policy. Fifty percent (50%) of the evaluation must be based on the educator's professional
performance relative to the criteria articulated in the standards for the profession, and fifty
percent (50%) of the evaluation must be based on student growth measures as articulated by
the Ohio Department of Education (ODE) and the school district. The framework for the
evaluation of principals is the same as the framework for teachers.
In preparation for developing the new evaluation systems, Superintendent Bell participated in
ODE-sponsored training to ensure appropriate process design and implementation for the
principal evaluation system. Likewise, a team of Trotwood administrators and teachers
participated in ODE-sponsored training to ensure appropriate process design and
implementation for teacher evaluation system. Beginning with the 2013-14 school year,
Trotwood-Madison City Schools will implement the new evaluation processes. The new
principal evaluation process is modeled after the Ohio Principal Evaluation System (OPES), and
the new teacher evaluation system is modeled after the Ohio Teacher Evaluation System
(OTES).
Several administrators and teachers participated in a limited pilot of the new evaluation
systems and processes to provide feedback prior to full implementation in August, 2013.
19
OPERATIONS & COMMUNITY RELATIONS
BUILDINGS, GROUNDS, & MAINTENANCE
•
•
•
•
Processed over 300 work orders plus other duties including: snow removal; delivery of
supplies to buildings; moving of buildings; opening of closed buildings; maintenance of 2
athletic fields at Bob Driver Stadium and the grounds at the old Board of Education &
High School site; the new Board of Education site, Madison Park and the grounds
surrounding the High School campus.
Capital improvements projects completed: New lunchroom tables at the High School.
By utilizing the High Efficient HVAC equipment and adjusting the start and end times to
match the actual occupancy times and other cost saving procedures, the district realized
an annual savings of over $100,000 on electric and gas bills, as verified by DP&l audits.
Worked with custodial supply vendors to find like products that does the same job at a
lower cost. This strategy has resulted in a 30% savings on supplies.
FOOD SERVICE
•
•
•
lunch and Breakfast numbers below:
Regular school year: Revenue =$1,443,429.47; Expenditures =$1,416,298.30; Profit =
$27,131.17
Summer food for FY12: Revenue =$99,620.27; Expenditures =$85,502.08; Profit =
$17,100.19
TRANSPORTATION
•
25 buses:
20 Blue Birds (2000 - 2014);
5 GMC's (1994).
o
o
20
•
Capacity for these buses are:
~ 16 84-passenger;
~ 5 72-passenger;
~ 1 65 -passenger;
~ 3 48-passenger.
•
7 trucks :
o 4 Chevrolets (1995,2006,2007,2011);
o 2 Fords (2009,2011) and 1 GMC (1997)
3 Chevrolet vans (2007 (2), 2011).
110 daily runs on 20 buses equaling 1,489 miles daily excluding field trips .
st
nd
Buster School Bus Safety program in the fall with the pre-school, K, 1 and 2 grade
students.
Mock emergency evacuation with student participation conducted at the buildings.
Bus inspection - 23 passed
o 19 on first inspection
o 4 passed on second inspection
o 1 failed (waiting on part)
o 1 offsite getting repaired
•
•
•
•
TECHNOLOGY
•
E-rate: Ohio Network Connectivity subsidy, $1,800 per bu ilding. (excludes WB) for 2012-
•
E-rate: Brocade Router at High School routs network traffic efficiently within the district
and out of the district. SonicWall is a firewall and internet filter.
13.
TELECOM Discounts
Local (Frontier)
Long Distance
Cell (Verizon Wireless)
PRI (VOIP) TW Telecom
Telecom Discount TOTAL
Internet Access
100 MB service for 5 schools
100 MB service for Admin
$
$
$
$
6,022
396
6,779
13,787
$
26,984
$
$
$
28,123
11,488
39,611
est. total
bill
total bill
total bill
$
30,231
$ 32,415
$ 14,360
$ 46,775
District
paid
District paid
District paid
less subsidy
INTERNAL CONNECTIONS
ELC Wireless project
Elementary (MS) Wireless
$
$
16,328
22,183
21
$ 18,142
$ 24,648
$ 3,248
$
$
$
$
4,292
2,872
7,164
5,400
$
1,764
$
$
1,814
2,465
$ 13,637
$ 10,978
$ 67,405
$ 1,020
$ 1,098
$ 6,397
Total disc.
Total bill
District
paid
$ 127,602
$ 144,411
$ 11,409
$
$
$
Network Router
SonicWall
Total
2012-2013 E-rate
reimbursements
•
•
12,617
9,880
61,008
All certified staff members have a laptop; approx. 162
High School {gr 7-12}: all classrooms have a ceiling-mounted projector, DVD/VCR player.
Math and Science classrooms have an interactive whiteboard {Smartboard}; Language
Arts classes have a document camera. There are six computer labs plus 15
laptop/netbook carts with 24 to 32 units in each. Office areas include 38 desktop
computers. Total computer count: 631
LCD Projector
DVD/VCR Player
67
67
Office areas
MS MAC Cart
MS Netbook Cart
High School Acer Carts
38
30
75
134
High School MAC Cart
30
147
High School Netbooks
High School Lab 115
30
High School Lab 217
32
High School Lab 220
High School Lab 221
30
25
30
High School Lab 301
High School Lab 306
Computer total
•
30
631
Elementary School: all classrooms have a ceiling-mounted projector, DVD/VCR player,
amplification system, 12 have document cameras, and approximately 10 have wireless
keyboard/mouse . Classroom netbooks: 205, 2 stationary computer labs: 54 units, 1
math cart holding 30 units. Office areas include 21 desktop computers . Total computer
count: 310
LCD Projectors
Document cameras
37
12
22
DVD/VCR Players
Amplification systems
Wireless
keyboard/mouse
Library lab, Comp Lab
Math Cart
Classroom netbooks
Office Areas
Computer total
•
37
37
10
54
30
205
21
310
ELC: all classrooms have a ceiling-mounted projector, DVD/VCR player, amplification
system, 23 have document cameras, and approximately 5 have wireless
keyboard/mouse. All classrooms have 4 student desktop computers. Computer lab has
27 laptops, and office areas have 15 desktop computers. Total computer count: 178
LCD Projectors
Document Cameras
DVD/VCR Players
Amplification system
Wireless
keyboard/mouse
35
23
35
35
5
Office areas
Computers (4 in each)
Computer Lab
Computer Total
•
15
136
27
178
Westbrooke Preschool: Four classrooms have a ceiling-mounted projector, DVD/VCR
player, amplification system, IPEVO document camera and 4 student desktop
computers . Total computer count : 20.
LCD Projectors
Document Cameras
DVD/VCR Players
Amplification system
4
4
4
4
Office areas
Computers (4 in each)
Computer Total
•
4
16
20
Central Office: Phone system, Board room A/V system, 2 projector carts. Total
computer count: 40.
23
•
Technology Work Orders: Total of 1,459; Board of Education =137; High School
Elementary School =303; Early learning Center =238 and Westbrooke =56.
=726;
CENTRAL SUPPLY
•
•
•
•
•
•
•
•
Filled 322 orders broken down by HS =76; ElC =72: Elem =59; CO =96.
Stocks over 675 items for internal bulk order resulting in per unit quantity-based saving.
Averaged a 35% discount on all other items ordered through Central Supply that were
not on the Educational Purchasing Cooperative (EPC) list.
Saved over $5,000 with bulk paper ordering.
Partnering with the City of Trotwood to supply their paper for cost savings.
Went from a 5-year agreement between two copier companies at the cost of $494,407
down to $223,665 with one company for 5 years.
Reduced the per copy rate from $.0057 (black); $.0725 (color) and $0.175 (Treasurer's
machine) down to $.0042 (black) and $.047 (color for all machines).
Received $28,567 in revenue from rental of facilities to outside groups.
24
EARLY LEARNING CENTER
ENROLLMENT CHART
Kindergarten
st
1 Grade
nd
2 Grade
3,a Grade
197
229
149
2
577
Total
ATTENDANCE RATE BY GRADE LEVEL & BUILDING AGGREGATE
Kindergarten
93.1%
st
94.5%
1 Grade
na
2 Grade
94.8%
Early Learning Center
94.1%
ACADEMIC GROWTH DATA
The Early Learning Center utilized the Star Early literacy Program to measure student growth
for kindergarten and first grade students. The Star Reading and Star Math programs were
utilized to measure second grade student growth. The charts below represent the students who
scored above, at, or below the expected growth for the 2012-2013 school year.
Early Learning Center Student Growth Totals for STAR Early Literacy/STAR Reading
2nd Grade
57
39%
Building Total
277
51%
Above
108
58%
1" Grade
112
53%
Expected
41
22%
51
24%
35
24%
127
23%
Below
37
20%
50
23%
54
37%
141
26%
K
Early Learning Center Student Growth Total for STAR Math
2
Above
Expected
Below
108
41
37
nd
Grade
58%
22%
20%
NOTABLE STUDENT AND/OR GROUP ACCOMPLISHMENTS
•
Early Learning Center "Shining Stars" Choir
The choir performed at several Trotwood Madison City School and Community Events
25
•
AAA Poster Safety Contest Winners
The following students were recognized by AAA of Dayton for their artwork and design
featuring traffic safety.
Garfield Evans, Jade Johnson, Heaven Kalebaba, Elijah Rice, Heaven Koontz
•
Trotwood Fire Department Reading Contest
The following students met student established reading goals for the year and received
a ride to school on a Trotwood fire truck.
Jaeden Taylor-Smith, Jayden Kind, Gabby Allen, Aa/iyah Ewings
NOTABLE STAFF ACCOMPLISHMENTS
•
Jennifer Zent- Renewal of National Board Certification
•
2 grade teachers received a grant through the Frank M. Tait Foundation. All second
grade students attend a free performance at Victoria Theater. RTA transportation was
also provided at no cost to the school.
nd
26
TROTWOOD-MADISON ELEMENTARY SCHOOL
STUDENT ENROLLMENT
Grade
2 nd
3'd
tn
4
th
5
tn
6
7'h
Total
Quarter 1
3
143
176
191
178
2
693
Quarter 2
3
143
179
195
185
2
707
Quarter 3
5
147
177
198
182
2
711
Quarter 4
4
145
177
196
182
2
706
ATTENDANCE
Attendance Rate
92.74%
95.43%
95.54%
95.20%
95.05%
92.40%
94.30%
Grade Level
nd
2
3'0
tn
4
tn
5
6 tn
7'n
Total
The following charts depict the number and percent of students who made one year of growth
using Renaissance Learning's STAR Reading and STAR Math software. STAR Reading and STAR
Math are approved by the Ohio Department of Education to monitor student growth. Data is
reflective of students who attended from the baseline reporting period to end-of-year
administration.
Star Reading
Number of Students
Grade Level
2 nd
3'0
4 tn
tn
5
6 tn
7 tn
Total
1/4 = 25%
84/133 = 63%
85/163 = 52%
91/189 = 48%
79/174 =45%
2/2 = 100%
342/665 = 51%
27
Star Math
N umber of Students
0/4 = 0%
90/134 = 67%
96/163 = 59%
111/189 = 59%
74/176 = 42%
2/2 =100%
373/668 =56%
Grade level
na
2
3'd
tn
4
th
5
th
6
7'h
Total
Notable Staff Accomplishments
The Elementary School had four 3'd grade teachers that presented at the WSUNER Conference
in April. They were Melissa Kalt, Kendra Fogt, Sonia Nickles, and Audrey Takacs .
The presentation focused on how to effectively implement high-yield teaching strategies that
get kids actively engaged in their own thinking and learning. Three research-based instructional
practices were examined and explored. They were Identifying similarities and differences,
nonlinguistic representations, and cooperative learning. These research-based strategies were
explored through a variety of authentic and challenging K-3 classroom examples and hands-on
activities. The teachers received positive feedback from those teachers who attended their
session, enhanced their presentational skills, and expanded their professional network of
colleagues .
Notable Student Accomplishment
•
Solange Cooper represented Trotwood-Madison City Schools at the city Spelling Bee
sponsored by Dayton Daily News.
•
Donnella Barbour a fourth grade student participated in a play sponsored by WSU . The
play titled "1913: The Great Dayton Flood" commemorated the 100th anniversary of
Dayton' s defining moment in history, the 1913 flood that destroy businesses and
industries downtown changing Dayton forever. Donnella was the little girl who
alongside her mother broke through the roof of their home to escape the rising waters.
28
Trotwood-Madison High School
Grades 7-8
ENROLLMENT & ATTENDANCE DATA
Seventh
176/178/174/173
Eighth
Total
218/221/217/217
394/399/391/390
Attendance Rate for Quarter 1 - 94.5%
STAR READING
Number of Students Attaining at Least
One Year of Growth - Grade 7
80 students moving up at least a .8
equivalency level
46%
equivalency level 42%
STAR MATH
NOTABLE STUDENT AND/OR GROUP ACCOMPLISHMENTS
30
•
OVER
EIGHTH GRADE STUDENTS MADE HONOR ROLL FOR TWO CONSECUTIVE SCHOOL YEARS.
•
OVER 60 SEVENTH AND EIGHTH GRADE STUDENTS MADE HONOR ROLL FOUR CONSECUTIVE QUARTERS THIS
PAST SCHOOL YEAR.
•
OVER 140 STUDENTS MADE HONOR ROLL AT LEAST ONE QUARTER THIS SCHOOL YEAR.
•
STUDENTS CIERRA NORVELL, JAYLYNN MURPHY AND QUANTRELL MOBLEY WERE AWARDED
4 TICKETS A PIECE
TO KING ISLAND FOR BEING RECOGNIZED AS THE TOP MIDDLE LEVEL SCHOLARS FOR TWO YEARS. EACH OF
THOSE STUDENTS MAINTAINED A 4.0 GPA FOR BOTH SEVENTH AND EIGHTH GRADE.
29
•
STUDENTS WISDOM SCOTI AND SHEMAR ROBERSON WERE ACCEPTED INTO THE COLLEGE PROMISE
PROGRAM . UPON COMPLETION OF HIGH SCHOOL BOTH STUDENTS WILL RECEIVE FOUR YEARS OF FREE
COLLEGE TUJTlON BASED UPON FULFILLING THE COLLEGE PROMISE REQUIREMENTS.
•
STUDENT WILLIAM SMITH WAS THE OVERALL WINNER IN THE MONTGOMERY COUNTY VIOLENCE PREVENTION
ART CONTEST.
•
STUDENT DANIEL COATS WAS AWARDED THIRD PLACE IN THE LOCAL AMERICAN FAMILY INSURANCE POETRY
CONTEST.
•
35 EIGHTH GRADE STUDENTS AND 5 STAFF MEMBERS ATIENDED THE ANNUAL WASHINGTON D.C. STUDENT
TRIP.
•
4 EIGHTH GRADE STUDENTS PARTICIPATED IN THE HIGH SCHOOL BAND BASED UPON THEIR ADVANCED
MUSICAL ABILITIES.
•
2 EIGHTH GRADE STUDENTS PARTICIPATED IN THE CITY-WIDE TALENT EXTRAVAGANZA HELD AT THE DAYTON
CONVENTION CENTER.
•
4 STUDENT ATHLETES ATIENDED THE GWOC STUDENT ATHLETE SPORTSMANSHIP CONFERENCE HELD AT THE
KETIERING ATHLETIC COMPLEX.
•
OUR EIGHTH GRADE BOYS FOOTBALL AND TRACK AND FIELD TEAMS WERE GWOC CHAMPIONS FOR THE
SECOND CONSECUTIVE SCHOOL YEAR.
•
OUR EIGHTH GRADE BOYS BASKETBALL TEAM WAS A GWOC TOURNAMENT SEMI-FINALIST FOR THE SECOND
CONSECUTIVE YEAR AS WELL AS CONFERENCE RUNNERS-UP.
•
OUR CHEERLEADERS PARTICIPATED IN THE GWOC CHEER COMPETJTlON AND PLACED 5
TH
IN THEIR DIVISION.
NOTABLE STAFF ACCOMPLISHMENTS
•
STAFF PARTICIPATED IN OVER 400 HOURS OF PROFESSIONAL DEVElOPMENT RELATED TO IMPLEMENTATION
OF THE NEW CONTENT STANDARDS AND NEW RESOURCE TRAINING.
•
ALL CONTENT STAFF INCLUDING INTERVENTION SPECIALIST COMPLETED FIVE MODULES OF THE BATIELLE FOR
KIDS, FORMATIVE INSTRUCTIONAL PRACTICE PROFESSIONAL DEVELOPMENT ON-LINE TRAINING.
•
STAFF WAS TRAINED AND BEGAN IMPLEMENTATION OF THE OHIO 5-STEP PROCESS FOR INSTRUCTIONAL
IMPROVEMENT.
•
TWO STAFF MEMBERS, SHERRY BOYD AND AMANDA GREAR REPRESENTED THE DISTRICT AT THE WRIGHT
STATE UNIVERSITY NETWORK OF EDUCATORS RENEWAL CONFERENCE. THE TEACHERS PRESENTED AN
OUTSTANDING
•
40 MINUTE SEMINAR ON THE INFUSION OF TECHNOLOGY IN THE CLASSROOM.
4 STAFF MEMBERS SERVED AS COOPERATING MENTORS FOR
STATE STUDENTS THROUGHOUT THE SCHOOL YEAR.
30
8 WRIGHT STATE STUDENTS AND 2 CENTRAL
TROTWOOD MADISON HIGH SCHOOL
GRADES9-12
ENROLLMENT & ATTENDANCE DATA
Grade
Quarter 1
Quarter 2
Quarter 3
Quarter 4
9
282
256
243
240
10
259
255
259
254
11
159
149
144
143
12
155
134
135
129
23
2
2
2
2
Total
860
802
783
768
crc Attendees: JUniors -
25 Seniors - 46
ATTENDANCE RATE
Grade
Quarter 1
Quarter 2
Quarter3
Quarter 4
9
95.30%
93 .11%
91.27%
89.82%
10
95.42%
93.20%
91.57%
91.68%
11
96.25%
94.90%
91.63%
93.25%
12
94.89%
92.46%
89.10%
89.34%
23
Total
98.84%
100%
100%
98.84%
95.46%
93.38%
91.09%
91.02%
st
Attendance Rate for 1 Quarter
nd
Attendance Rate for 2 Quarter
Attendance Rate for 3'd Quarter
Attendance Rate for 4th Quarter
Attendance 2012-2013 School Year
92.33%
92.94%
94.01%
91.47%
92 .72%
STUDENT GROWTH DATA
STAR READING
# OF STUDENTS
# OF STUDENTS AT
TARGET GROWTH
RATE
PERCENT AT TARGET
GROWTH
GRADE 9
192
41
21%
GRADE 10
226
57
25%
GRADE 11
110
22
20%
GRADE 12
99
15
15%
22%
135
TOTAL
627'
TARGET GROWTH IS ONE OR MORE YEARS ABOVE STUDENTS' BASELINE PERFORMANCE
'COMPARISONS WERE MADE ONLY FOR STUDENTS WHO ATTENDED ALL YEAR
31
MATH
PERCENT AT TARGET
# OF STUDENTS AT
GROWTH
TARGET GROWTH
RATE
GRADE 9
70
30%
235
GRADE 10
209
40%
84
GRADE 11
117
48
41%
GRADE 12··
59
15%
9
TOTAL
620
210
34%
TARGET GROWTH IS ONE OR MORE YEARS ABOVE STUDENTS' BASELINE PERFORMANCE
·COMPARISONS WERE MADE ONLY FOR STUDENTS WHO ATIENDED ALL YEAR
·_·SENIORS NOT REQUIRED TO TAKE 4 YEARS OF MATH
# OF STUDENTS
STUDENT ACCOMPLISHMENTS
•
TMHS JROTC Senior Army instructor LTC Annetta Richardson took four Junior ARMY
JROTC Cadets to the Nation's Capital during Spring Break. After touring Howard
University and Arlington National Cemetery, the Cadets visited other sites including the
Holocaust Memorial, Union Station, the Lincoln Memorial as well as the Capital and the
White House. This memorable trip was an experience the Cadets will always remember.
•
Thursday, May 9 , Junior and Senior Class students witnessed a Mock Crash in the
TMHS student parking lot. Students watched as emergency responders and Care Flight
attended to their fellow students who were "victims" in the crash. Presenters
emphasized to students the dangers of drinking and driving and the possible disastrous
results of texting and cell phone use while driving. Students left the presentation with
new insights into the importance of safe driving, particularly when driving to a special
event like Prom.
•
A driving simulator was set up in the student parking lot Thursday, May 30 to give
students the opportunity to experience the real life dangers oftexting and talking on cell
phones while driving.
•
Ten students were inducted into the Chapter of the National Honor Society on May 8,
2013. joining the NHS were: Preyuana Bryant, Mikala Burnam, Alexus Curry, Lokilani
Gales, Maeisha Gray, Christian Jewett, Cierra Minor, McKenze Moss, Desirae Scott and
Alexa Wilson. Students who are inducted into NHS must not only exhibit academic
excellence, but must also receive letters of recommendation from teachers and be
active in their community.
•
Mock Trial students participated in the Montgomery County District Mock Trial
Competition in February. Two teams competed under the supervision of Mr. Daryl
Krueger and finished in fourth place.
th
32
•
Fifteen members of the Class of 2013 signed National letters of Academic Intent on May
14. Representatives from Sinclair Community College, Ohio State University, College of
Mount Saint Joseph and Wright State University attended the ceremony. Syracuse
University, Arizona State University and Northern Kentucky University were among the
other colleges selected by graduates.
•
Sophomore Kei Beckham was selected to join the Hugh O'Brien Youth leadership
Seminar at Urbana University June 13, 2013. Since 1958, the HOBY has been the nation's
foremost youth development organization .
•
Sophomore Desira.e Scott earned a Superior Rating with her Science Project "Focused"
at the State Science Fair in May. Another sophomore, Miles Robinson, earned an
Excellent Rating on his project "Water to Fuel to Water." Both students now qualify to
receive scholarships.
•
Eight students in Ms. Dawana Coleman's Anatomy and Physiology classes took a field
trip to Good Samaritan Hospital as part of the GSH Health Careers, learn Human
Anatomy program for high school students. Students visited the ER and had the
opportunity to participate in an autopsy.
•
Dayton-Montgomery County Scholarship Organization awarded over $32,000 to 28
graduating seniors in May.
•
Trotwood-Mad ison High School Marching Band had a great year, performing at a
number of venues both locally and out of state. Mr. Shelton, his staff, and students
performed in Cincinnati, Cleveland, Michigan, Chicago, Arkansas, Indiana and Atlanta .
The student performed and competed in high levels of competition both local and out of
state. On many occasions TMHS band finished with top honors. The Battle of the Bands
was wonderful display of our students demonstrating a wide range of music mastery
and marching style. Our students have had a wonderful experience under Mr. Shelton's
leadership.
•
We are pleased to share with the Trotwood community that the graduating Class of
2013 will be moving on to the next phase of their life. The Class of 2013 has
demonstrated high levels of achievements and will continue to perform at the next level
as well. This year's graduating class includes over 165 students.
ATHLETICS
This past season we saw increased participation in football, volleyball, boys' soccer, softball,
and swimming. Student athletes competed at high levels, and were awarded for the ir hard
work and commitment. Some of the achievements include:
33
•
•
•
•
•
Wrestling had two state qualifiers for the first time in school history
Football won the GWOC, Regional title, and finished as the Division II State Runner-up
Track had a qualifier in the girls discus throw, boys 110 hurdles and 2 relays
Football 3 All-Ohio performers (Cody Collins, Mike McCray, and Cameron Burrows)
Boys basketball district runner-up with a 22-4 record and #6 in the state
Athletic Scholarships include:
• Krysta Coleman, bowling (Bethune-Cookman)
• Mike McCray and Reon Dawson, football (Michigan)
• Cameron Burrows, football (Ohio State)
• Jarrod Clements, football (Illinois)
• Cody Collins, football (Marshall)
• Athletic Scholarship dollars is approximately $360,000
At last count, we have 6 students that will be attending college to be student-athletes from the
recent graduating class and are receiving scholarship dollars of some kind.
STAFF ACCOMPLISHMENTS
On Saturday, April 20th, Mrs. Drayer, Mrs. Coleman, and Mrs. Acton presented at the Wright
State Network for Educational Renewal Conference. There topic was on "Student-Centered
learning in the 21th Century." They shared innovation techniques to create learning
environments that are student focus. Peer instructions/interaction, using teams, studentchoice, inquiry, application of learning, and taking learning beyond the classroom . They also
incorporated in their presentation the use of technology, GoogleDocs, Moodie, and a variety of
web-based programs.
Transforming Teaching and learning (TTL) Grant
At the onset of TTL grant activities, Trotwood's team recognized that the grant could help them
address two of the school's major problems: a high course failure rate of 25%, and data that
revealed that students' access to Internet resources was limited to only 2.3% of their time
spent in school each week. The grant's infusion of training, funds, and equipment empowered
the team to create student-centered environments that engage students in learning and helped
them build connections between subject areas. The team designed a yearlong action plan that
allowed students daily access to the Internet and Web 2.0 tools, and engaged students in
inquiry. Staff members that were involved with the TTL grant were: linda Gausman-Science,
Deborah Hartwell-Science, Pamela Myers-Science, and Mary Drayer-Family & Consumer
Science, Doug Hitchcock-Tech Advisor, Jim Mills-Grant Writer and Tech Consultant, and Sue
Rahn-Tech Support. This project based instructional strategies that nurtured inventive thinking,
effective communication and teamwork while providing students with multiple opportunities to
acquire digital literacy.
34
APPENDIX
3S
Organizational Chart for Trotwood·Madison City Schools
2012·13
I.
TrotWood-Madison Board of Education
I
-t
Secretaries- 2'
rlweblEMIS Admin
H
I
I
I
I
D1r. of Pupil Personnel
Services
I
H
I
Secretary- 0.33
--rl
I
ESC Attendance
I
Dir. of Human
Resources
I
Dir. of Operations & Community
Relations
4
I
I
'--I
'- Sp. Pathologlsts4.4
Clinic Aides- 3
..--{
I
H
......,
I
I
I
I
l
Office Aide
I
i
I!!~~he[ll - ~,:!
I
1
Paraprofessionals
3.5
I
I
Secratarv
I
Caunselor
I
M
Teachers- 29
.P araprofessioniills
12.5
I
..,
I
I
H
I
r
H
Financial Analyst
I
I
I
-L
Payroll Specialist
I
y
Account Clerk
I
I
Custodial Staff- 19
I
Y
Tech Coordinator
'--l
Secretary- 0.67
I
I
I
I
......, Bus Aldes- 4
I
MS Principal (at HS)
I
H Clerical Support I
Counselor
I
Teachers- 43
I
-1
Teachers - 18
J
~ paraprof;SSionalS
I
I
HS Principal
8
-
-
...
.
-
,
..
_- --
-> ... ____ ._ ....... ____ .. __ " . _ _
~
t
___
I
Ass!. Prlncioals - 2
I
Athletic Director
I
H
1
Secretaries/Clerical
Support - 5
H
Counselors - 4
-1
Teachers - 46
:i
librarian
H
:)ne secretary performs -duties for the Superintendent & Treasurer
I
I
~-IMecbanlcs- 2
TransDortatlon Manaaer VHDrivers- 24
Secretaryl
Clerical Support - 2
8
Admin Assistant
Maintenance Staff- 3
Transoortation Suoervlsor
Paraprofessionals
H
I
-l
I
ES Principal
:-
r
Clerical Support
I
ELC Principal
--t
H
Food Serv 'Staff- 25
---i MaintiBldas/Ground Suovr
Currtculum
Coordinator
NBV Supvervlsor- 0.5
Food Serll Supvr
4
Admin Assistant
H Psychologists- 4
RttT T eachers- 2
I
Treasurer
I
Spec Ed Supvrs- 2
-l
I
I
Superintendent
y
paraprofrsionals
Lifeguard
I
I
I
I
I
I
Organizational Chart for Trotwood-Madison City Schools
2013-14
I
I
I
Superintendent
Trotwood-Madison Board of Education
H
II
I
Dlr. of Curr/lnstruction & specll Dir. of Staff & Student
Education Services
Services
1 .
rlweb/EMIS Adminl
1-1
Secretary
f-I
Special Ed Supvr
L1
Sp. Pathologists- 4.4
I H
Admin Assistant
I
I Y
Attendance Officer
Curriculum Coordinator 1
Admin Assistant
1
I-l
Financial Analvst
1
1
~
Payroll Specialist
I
MainVBldas/Ground SUDvr
1
L-/
Account Clerk
I
H
1
H
District Nurse
H
I
H
I
1
1 Madison
Tech Coordinator
1
H
Clerical
I
H
Clerical
I
l
Teachers - 3
I
H
Counselor
I
H
Counselor
1
I
H
l
Secretary
L-.j
1
I~I Mechanics- 2
IDrivers- 23
I
I
1
L.j Bus Aides- 3
I
P~ Principal : Gr. 2-4·1 I Middle Sch pri~ciPal: Gr. 5-8 I I High Sch Principal: Gr. 9-12
Clerical
Paraprofessionals 31
Maintenance Staff- 3 1
TransDortation Suoervisor
H.
1
Clerical SUDDOrt
1 Transoortation Manaaer
I
1 ELC Principal: Gr. K-2
Food Serv Staff- 27
Custodial Staff- 19.6
1 Clinic Aides- 3 1
L1
Westbrooke Principal: PreK 1
r
Food Serv Suovr
~
1
I
RttT Teacher- 0.5
H
1
H
tl
Y
I
Dir. of Operations & Community ~
Relations
1
Psychologists- 4
l
Treasurer
1
Secretary"
I
T eachers- 30
1
H
Teachers- 27
paraprot;ssionalS
I
1-
Paraprofessionals
6
H
I
Asst Principal
L
-1
rl
Clerical
H
H
Counselors - 2
1
T eachers- 40
1
L
Paraprofessionals
8
Ass!. PrinciDals - 2
Athletic Director
~
Clerical- 4
I
~
Counselors - 3
1
Teachers- 45.5
Librarian
Paraprofessionals
6
Lifeguard
Performs duties for the Superintendent & Treasurer
-I
W"
8
Attachment B
1
('
c:::J7.
z::tJ-)
Center for School Improvement
School Improvement Diagnostic Report
School Improvement Diagnostic Summary Report
Dates of Diagnostic Review:
April 17-18, 2013
District Name & IRN:
Trotwood Madison City Schools 048694
District I School Name & IRN:
Trotwood-Madison High School 022186
Trotwood Madison Middle School 022186
Trotwood Madison Elementary 009224
Trotwood Madison Early Learning Center 028571
Team Leader:
Other Participants:
Dave Shanks
Richard Googins
Summary of Data Collection:
Number of classes observed, grade levels, and academic content: 66 classrooms observed, grades K-12
Subjects observed Included, Language Arts, Math,
Science, Social Studies, PE, Health and Reading and
Inclusion Programs
Numbers oflnterviews conducted and with whom (by title): 23 Interviews conducted with administration, teachers,
leadership teams and parents In each building.
School Improvement Diagnostic Swmnary Report - I
Trotwood-Madison City School District
"'u ........... ___ • r-
<£p
'---(j'::,
Center for Scbool Improvement
Documents Reviewed:
District Web Page
Staff Handbooks
Student Rigbts and Responsibilities Manuals
Evaluation Documents for Staff
Parent and Staff Newsletters
District Improvement Plan
RAM Reports
Meeting Minutes and Agendas
District mission and vision statements
Parent Handbooks
Professional Development Histories
Assessment Data
Bnilding Improvement Plans
Report Cards
Lesson Plans
Walkthrough Data
Reading the Report:
The School Improvement Diagnostic Review identified a number of effective practices implemented at Trotwood-Madison
City School District. These practices are listed in the Observed Practices column for each Critical Area. Use this information
with the building faculty and staff to celebrate the observed practices already implemented, or planned for implementation, to
support school improvement. Reflect upon those Observed Practices that may act as a barrier and hinder or limit the school's
ability to make the necessary improvements. This area of the Report is also used as your benchmark for monitoring and
implementing the action steps delineated in your school's improvement plan.
The right side of each Critical Area page contains the Recommended Strategies and Action Steps. The Recommended
Strategies and Action Steps are aligned with the provided school improvement planning documents, the Building Improvement
Plans and the District Improvement Plan. These items should become a focus and will be a measure of school performance
improvement. These items must be identified in the Implementation Management and Monitoring (IMM) Tool of the
Comprehensive Continuous Improvement Plan (CCIP) for Trotwood-Madison City School District. Action steps must become
measurable items with appropriate data collection methods identified. Titled personnel responsible for implementation must
be identified for each action step.
Following the presentation of the Diagnostic Report to the districtlbuilding, representatives from the ODE Office ofthe Ohio
Network for Innovation and Improvement (ONl!) and the Regional State Support Team (SST) will review the
district'slbuilding's progress toward implementation of the reports recommended strategies and action steps. These reviews
will occur at 3,6 and 12 month intervals following the presentation of the report. During these review sessions, the visiting
School Improvement Diagnostic Summary Report - 2
Attachment C
(\)
~. :.
Z:::V2)
team work will include, but not be limited to: discussion with districtlbuilding administrative and teaching staff; classroom
and/or meeting observations; and, a required exit conference with (at minimum) the building administrator resulting in a
written summary of findings and recommendations. DistrictlBuilding personnel are encouraged to develop and maintain
ongoing interaction with technical assistance/support resource staff.
Attachment C
C£v
l-{J~
Alignment with Standards
Indicators ofEffective Practice
•
•
The Ohio Academic Content Standards provide the founootion for
curriculum, inslnlction, and assessment.
Curriculum is aligned to the standards.
•
Instruction is aligned to the curriculum.
•
•
•
Assessments are aligned to instruction.
Student report cards are aligned 10+ grade~level indicators.
Curriculum is reviewed and revised at least once every year.
Diagnostic Summary:
Observed Practices
Recommended Strategies and Action Steps
The district has engaged staff in writing the local
Complete the alignment of the curriculum to the New
I curriculum aligned with Ohio's New Learning
State Standards. Conduct annual reviews of the
Standards. This process has been completed at the early curriculum in order to assure that classroom instruction
learning center, elementary school and the middle
at every level is meeting the needs of all learners in
obtaining mastery of the standards. Organize a feedback
school. The high school continues to work on the
system to determine the efficiency of the newly
process but concerns were expressed that oversight is
lacking and some departments have not made adequate
developed curriculum instructional tools.
progress.
Continue to promote referencing of the standards in all
classroom planning and instruction. Conduct targeted,
There is an expectation across the district that teachers
reference learning standards during instruction and show non-evaluative walkthroughs by building administration,
building leadership team members, grade level and
the alignment to standards in lesson plans. Classroom
department chairs, etc. to monitor the fidelity of this
observations in every building revealed these practices
practice. Collect, organize and share walkthrough data
to be inconsistent.
with DLT.
Attachment C
(\1/,
~ :/
'=tJ~
School Improvement Diaguostlc Report
Instructional Practices
Indicators of Effective Practice
•
Classroom practices are consistent with standards·hased instruction.
•
Teachers use a variety of methods to meet the learning needs ofall
•
•
•
•
students.
Teachers use a variety of methods to assess academic progress.
All students have access to the general education curriculum.
All students receive additional instruction when needed
Regular and special education teachers work together to provide
instruction to Shtdents with Disabilities.
•
Regular and ESL teachers work together to provide instruction to
Students with Limited English Proficiency.
•
Students are responsible for achieving personal goals that QI'e aligned
•
•
•
to classroom goals.
Technology is used to enhance student learning.
School schedules maximize inst,.uctional time.
Instructional practices are reviewed and revised on a regular basis.
Diagnostic Snmmary:
Observed Practices
Teacher Based Teams (TBT) have been established in
every building. The strength of these teams varied
widely across the district. Some teams used the 5 step
process to guide discussions about student data,
instructional practices, interventions and sharing of
strategies. Other teams lacked an understanding of the 5
step process, had no set meeting time in the building
schedule and were limited in the use of student data.
Continue the development of teacher based teams (TBT)
at every grade level. Assure that every building schedule
allows a set meeting time for teams to analyze data,
discuss and share effective instructional practices that
engage students and develop intervention strategies to
meet the needs of all learners. Prioritize the expansion
of instructional strategies beyond whole group, direct
instruction (small group, partner learning, cooperative
teams, technology etc.). Look for ways to engage
While high level instructional strategies were observed
students in the learning process and limit reliance on
in every building, the predominant observation was that worksheet activities or teacher dominated discussion.
instruction is primarily whole group, direct instruction
Attachment C
9 ",
("?
::{)~
Smool Improvement Diagnostic Report
with little in-class differentiation, and lacking in higher
level thinking skills.and questioning. Student
engagement becomes more of an issue in higher grade
levels and instruction is planned to account for
disruptive student behaviors. It should be noted that
stronger instructional practices were observed in
buildings that had higher functioning teacher based
teams.
Intervention periods are part of the daily schedule in the
early learning center and elementary building.
At the middle school and high school, interventions are
limited to volunteer efforts by teaching staff or limited
after school opportunities. Building administrators were
given resources to hire tutors to provide support to
classroom teachers.
Continue to promote referencing of the standards in all
classroom planning and instruction. Conduct targeted,
non-evaluative walkthroughs by building administration,
building leadership team members, grade level and
department chairs, etc. to monitor the fidelity of this
practice. Collect, organize and share walkthrough data
with DLT.
Examine the distribution and availability of instructional
technology to all students and buildings. Identify
technological needs and develop a plan to meet those
needs as the district reconfigures and reopens two
elementary buildings for the 2013-2014 school year.
Kindergarten classes were provided with
paraprofessionals to assist with small group intervention
or enrichment. The decision to provide this support was
a result ofKRA-L data which has shown that 3 out of 4
kindergarten students entering Trotwood Madison
Schools are in need of intensive intervention.
Access to technology varies from building to building.
Attachment C
[\7
~
School ImprovemeDt Dlagno,tlc Report
In some cases, computer labs are present but no
classroom computers are available to students. Some
classrooms were equipped with ELMO's (document
cameras), laptops and interactive white boards while
classrooms in another building had to share a
SmartBoard.
Attachment C
~}1
~'~
Environment I Climate
•
The district has a climate that supports high performance for all staff
and students.
•
•
•
All students are expected to meet high academic standards.
All students are expected to meet high behavioral standards.
•
•
Teachers are expected to meet.Ohlo 's Standards/or the Teaching
Profession,
Relationships between staff members are respectfil/ and collaborative.
•
Teachers develop partnerships with parents to extend learning into the
home.
The school develops partnerships with its community that supports the
attainment ofeducational goals.
Student work and accomplishments are displayed throughout the
•
•
school,
School,successes are celebrated regularly.
School climate issues are revi~ed and revised at least once each year.
•
•
Relationships between teachers and students are respectful and
productive.
Diagnostic Snmmary:
Observed Practices
Parent engagement is an issue for the district. There are
few and, in some buildings, no parent programs offered
to develop or enhance home / school partnerships. The
district does offer Progress Book on their website but
.interviews indicated that the site is not widely used by
parents. Interviews with School Board members and
teachers described their parent base as being very
transient and having no close ties with the school
district. The superintendent acknowledged that parent
communication issues are problematic. He has
experimented with public round table discussions to
Create a school board / superintendent level parent and
community advisory council to begin to engage the
community in addressing issues facing the educational
program, i.e., parent engagement, tardiness and truancy,
discipline, new state standard learning requirements, etc,
Consider including parent and community membership
on the District Leadership Team
Conduct regular climate surveys of parents, community,
staff and students to gain insight how the operations of
Attachment C
r\~
<eO~
encourage parents and community to express their
opinions concerning school operations. The current
District ,Leadership Team structure does not include
parent membership.
The local school board members indicated the district is
collaborating with the Trotwood city government to
share common resources.
The labor union at Trotwood Madison is a "wall to
wall" organization, meaning all staff both certified and
non-certified are members of one bargaining unit.
Interviews with union representatives indicated that the
relationship between district administration and the
union had been very contentious In the past but
communication and trust has improved greatly over the
past few years.
the district are perceived and identify concerns and
needs. Share this information with all stakeholders.
Build capacity through the District Leadership Team to
identify and address building concerns. Establish
procedures that allow for regular and frequent
communication between district administration and
building staff. Ideas could include using the round table
format to address staff concerns in each building, staff
climate surveys etc.
Assure that all staff members have had adequate training
in Positive Behavior Support. Through the District
Leadership Team, building leadership teams and teacher
based teams, review discipline data on a regular basis.
.Identify and implement strategies that address disruptive
classroom student behaviors.
Communication from district administration to buildings Consider the impact on Teacher Based Teams when
transfers of staff are necessary.
is an ongoing problem. Teachers interviewed in the
buildings indicated that they were never clear about the
reasoning behind district decisions and, in some
interviews, expressed anger by what they viewed as
complete ''top down" decisions with no building staff
input.
Attachment C
t·"
0 '(2
~"J
Smool Improvement DIagnostic Report
District reconfigurations, due to new construction and
Reduction in Force, have forced the district to transfer
staff involuntarily several times in the past few years.
Teachers are very frustrated by having no input in this
process and frequent disruptions in grade level teams
has impacted the ability of those teams to work together
effectively.
All buildings are recent constructions and provide safe
and secure environments for the students and staff.
Classrooms have been laid out to provide for efficient
student transitions and teacher collaboration
opportunities .
. Student discipline and behavior issues are impeding
instruction in many areas. Frequent use of out of school
suspensions, behaviors that go unchallenged by staff and
disruptive classroom situations were reported by
building teams. Positive Behavior Support (PBS)
training has been partially implemented in the district.
Additional staff members are still in need of
professional development in PBS. The superintendent
acknowledged that student behavior is an ongoing issue
and is committed to putting processes in place that
change the disciplinary culture over time.
Attachment C
(\,'7
q.~
. ,'
-0
Scboollmprovement Diagnostic Repor t
The district has established a relationship with Eastway
Mental Health Agency to provide therapists to the
buildings to address student and family needs.
Attachment C
c£z
;
(
c(r
Center for Scbool Improvement
System of Leadership
Indicators ofEffoctive Practice
•
•
•
Leadership in the district, building and class,'oom is a shar'ed
responsibility.
District leaders are commined to improving student achievement.
District leadership works with stakeholders to develop district
•
improvement plans.
•
•
•
BUilding leadership worh with stakeholders to develop building
improvement plans.
The school board monitors progress on district improvement plan
goals.
The teachers union supports district and building improvement plans.
The leadership system is reviewed and revised at least once every year.
Diagnostic Summary:
Observed Practices
The superintendent's cabinet, which consists offive
district administrators, meets regularly to discuss district
concerns and issues. A District Leadership Team (DL
has been re-established in March of 20 13 . Membership
of the DLT includes district administrators, building
administrators, and representatives from the teaching
.staff in each building. The DLT meets monthly.
Continue using the teaching preference survey and link
it to future course requirements. In this way the survey
can provide input into new courses that may better
address Ohio's New Learning Standards.
n
One Saturday per month, the superintendent conducts a
half day forum with building administration to discuss
student data and building issues.
Use school climate surveys for all types of stakeholders
to strengthen the communication channels between
district administration, building staffs, and the
community. Recruit high school students to design the
surveys, analyze the data and present the results to the
building staff, central office, school board and
community.
Each building has established a building leadership team
-~-----
Attachment C
~
qK~
<-\)"
School Improvement Diapo.tic Report
Continue the development of the DLT and BLT's.
Prioritize their responsibilities in shared decision
making and effective communication. Explore the use
oftheOLAC team development and leadership modules
for the TBTs, BLTs and the DLT in order to develop
There is a perceived lack of transparency in the decision common understanding and common language across
processes for staffing, particularly at the elementary
the district.
level. Staff expressed frustration with frequent and
seemingly arbitrary reassignment to a different grade
level and I or building. The union reported that a survey
had been used one time to ask teachers to list their grade
level and building preferences. While this was very
well received and seemed to address many teacher
concerns it has not been a regular procedure.
(BLT). The BLT' s across the district have different
levels of responsibility as it pertains to building
operation and procedures and lack an overall focus as to
their position in the leadership structure.
Attachment C
~
Scbool Improvement Diagnostic Report
Professional Development
•
•
Professional development is aligned with district and school priorities.
Leadership workr with stajflo delle/op a distrlct·wide professIonal
developmenl plan.
•
•
Professional development provides teachers with the know/edge and
•
skills necessary to do their jobs effectively.
•
•
Professional development supports the use of assessment strategies that
measure student learning.
Professional development is aligned to teacher evaluations.
Professional development is reviewed and revised at least once every
year.
Professional development supports the use of instructional strategies
that address diverse learning styles.
Diagnostic Summary:
Observed Practices
The district leadership expressed their preference to
bring professional development providers to the district
rather than send staff out to PD events. Individual
requests for external PD are approved on an as needed
basis.
Have the DLT, in collaboration with each BLT, develop
an annual professional development plan that addresses
the identified needs of each building based upon input
.from all stakeholders. Use this data and student
performance and behavioral data to develop an annual
district plan for professional development. Develop a
process to evaluate professional development initiatives
that not only measures participant satisfaction in the
training but also its impact on instruction and student
achievement. Conduct targeted, non-evaluative
walkthroughs by building administration, building
leadership team members, grade level and department
.Teachers are currently being trained in formative
assessment through Battelle for Kids Formative
Instructional Practice (FIP) modules.
Attachment C
(\"
'-"" ... j
~
SclIoollmprovement Diagnostic Report
chairs, etc. to monitor the fidelity of this practice.
Collect, organize and share walkthrough data with DLT.
Continue the FIP training. The BLTs must be
responsible for the effective implementation of
formative assessment practices in all classrooms.
Attachment C
(';::..
. (t2
CZJ':)
Data Driven Decisions
•
The district, schools, and classrooms use data to improve performance.
•
•
•
•
District and school improvement plans are based on needs assessment
data.
Student data is disaggregated by subgroup.
•
Teachers receive the data they need to focus instructional practices.
•
Teachers receive the data they need to provide appropriate
interventions.
Budgeting decisions support the district and school improvement plans.
The way in which data is gathered, analyzed, and communicated is
reviewed and revised at least once every year.
Diagnostic Summary:
Observed Practices
Analysis of data is a priority for decision making at the
district level. The superintendent and treasurer use
multiple sources of data to drive decision making for the
district. The School Board is given a quarterly report
from each building showing results from student
assessments, attendance and discipline data.
Use targeted, non-evaluative walkthroughs to measure
the impact of district initiatives, professional
development etc. upon classroom instruction.
Consider a system of anonymous walkthroughs
conducted by BLT members to identify the most
frequently used instructional practices. Use the
aggregated information to identify in-house experts to
provide embedded professional development on various
research based instructional strategies to the rest of the
staff.
Teacher Based Teams (TBT) have been created for
every grade level to collect and analyze student data,
discuss best instructional practices and develop
interventions. Across the district, TBT's are operating
at various levels of efficiency. Determining an
effective TBT structure has been difficult at the high
school level but this continues to be examined.
Continue the development of TBT's at every level to
serve as the vehicle for data collection and analysis.
Identify and implement a structure for the TBT's at the
Attachment C
i\ rJ
~~
The administrator walkthrough process is inconsistent
across the various buildings. Walkthrough data are not
aggregated in a way that will facilitate a comprehensive
overview of instructional practice, classroom
management, program efficiency or PD implementation
levels.
A variety of data sources are used in buildings to make
instructional decisions. The Early Learning Center uses
the Developmental Reading Assessment quarterly to
determine student growth. Higher grade levels have
developed common quarterly and short cycle
assessments aligned to Ohio's New Learning Standards.
SRA and matched assessments are given quarterly to
give a measurement of student progress. However, the
. data collection system at the high school has been
reported to be disorganized and inconsistent from
department to department. The data are considered to
be unreliable and of little use in making informed
decisions about student progress or quality of
instruction.
high school that addresses the issue of inadequate and
unreliable data.
Because of the district's history with the Baldridge
Improvement Process, consider revisiting the use of
Baldridge procedures to measure the effectiveness of
district initiatives or develop a system wide, consistent
method of identifying and measuring goals for any
program, professional development initiative etc.
Baldridge Training was previously implemented as a
method to assess the quality of district initiatives and
Schoollmprovement Diagnostic Summary Report - 17
Attachment C
~
programs but it was not mentioned in any building visit.
The superintendent felt that while the Baldridge process
was no longer explicitly discussed, the staff should still
continue the process.
Attachment C

2012-13 - Trotwood-Madison City Schools

Transcription

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