Strategic Actions to Improve Student Achievement February 26, 2019 - PowerPoint PPT Presentation

Update on ODE Report Card and Strategic Actions to Improve Student Achievement February 26, 2019

Outcomes: • To share information about the ODE Report Card • To share our Strategic Actions focused on improved student achievement

New in 2018 Click Here ODE Web Shaker Report Card = = ODE testing results are used

n = 608 Ohio District 2017-2018 Shaker Heights City Schools 253 District Grade 191 122 28 14

% of students entering 9 th grade cohort GRADUATING FROM HIGH SCHOOL who graduated 4 years later (not IN 4 YEARS including transfers to other districts) 94.2%

= ODE Benchmark

Pass or ODE Report Card Data Fail 80%

21 grade/subject areas 17 increased from 2016-17 to 2017-18 (81%)

TGRG= District Metric

3 rd Grade School Third On-Track Guarantee Grade Reporting Blvd 100% Guarantee Process Fernway 100% Lomond 98.6% Mercer 100% Onaway 98.5

Third On-Track Reading Improvement and Grade Reporting Guarantee Process Monitoring Plan ( RIMP )

English Language Arts = ODE Benchmark

Mathematics = ODE Benchmark

Our Strategic Plan Metrics and ODE Scores show the need to continue to focus on teaching and learning and in particular Math and Science

Curriculum and Instruction Improvement Model Understanding our ODE Standards Ensures high-quality teaching practices Utilization of Resources/Tools IB = International Baccalaureate

IB Design Cycle I3 Grant Our Data Writing Phase Evaluating I3 Student Implementation Outcomes I3 - Inquiry, Innovation and Imagination IB= International Baccalaureate

I 3 Video

Gifted Information: ODE Gifted Indicator Issues Identified by Gifted Work Group Work to Improve our Practices/Protocols Root Cause 1 ● Gifted Identification An unclear protocol for identifying students for Created and convened a group to gifted, enriched, and advanced complete the ODE Identification Gifted programming is inconsistently communicated, Plan and establish protocols and leaving families and school personnel practices to identify gifted students K-12. confused. ● Clearly communicate programming through the Academic Planning Guide ● Enhanced our Course Pathways and improving transition between PreK-4 to Woodbury, Woodbury to Middle School, and Middle School to High School Root Cause 2 Programming across schools is inconsistent, ● Created Current Programming contributing to confusion. communication web site working with ERP/PYP/IB personnel and principals ● Improved communication about Shaker’s IB Programme

Questions