5 Year Strategic Plan
2006-2011
Year 1 Review of Action Steps
The Board of Education met Aug. 16 to hear reports on the Year 1 Action Steps of the District’s Strategic Plan. All district administrators and building principals were in attendance.
For a complete copy of the Strategic Plan, click here.
The following is a summary of those action steps.
Click below to jump to a category.
1. Research and evaluate alternative funding sources.
The district has used additional funding sources – bonds for buses
and HB 264. Using bonds is another way to receive additional funds and
not have to pay it back right away.
2. Explore grant opportunities available and apply for those
grants.
Last year, teachers applied for grants from the GAR Foundation but did
not receive any.
There is an upcoming seminar offered locally on how to write grants.
The website - www.ohioschoolleaders.org provides a list of grants
available. The Stow Schools Foundation provides mini-grants for teachers.
Martha Holden
Jennings grants are awarded monthly and our staff members do apply for
these grants.
3. Communicate with the community about the challenges to the
district of HB 66, TEL, charter schools, open enrollment and other school
choice
options.
The state has eliminated the Cost of Doing Business factor (HB66) and
the of tangible personal property tax. We will be held harmless through
2010.
District is now on “guarantee” – meaning no less revenue
than what we got in 2005. There will be no new revenue from the state
- the burden is now with local taxpayers. TEL amendment is no longer
due
to the new governor. Charter Schools represent a $625,000/year loss for
our school district.
4. Review our open enrollment policy and procedures.
Right now, we have 137 inter-district applications. Approval letters
go out 5 days before school starts. The district policies were reviewed.
Parents
think they are “in forever,” if approved, but this is a yearly
application. We now mail home an application to all current open enrollment
students reminding them to re-apply. No inter-district student can select
a specific school. We place them after the application is approved, due
to enrollment numbers. The High School allows students, as courses permit.
For Kindergarten we will hold all applications until one week before
school starts and place the student at what building can handle the numbers.
The
committee found that intra-district approval is too early (May 30) because
of late/summer enrollments.
5. Explore in-kind service opportunities with outside agencies.
There are many collaborative efforts with the City of Stow - will
apply for federal grant for safe routes to school (sidewalks); city provided
aerial maps of schools; will help improve restroom facilities for outdoor
activities for schools used; Stow Parks works to improve facilities with
the Athletic Booster Club; swim team partnership with the new Akron General
Wellness Center; cooperation with Safety forces for school emergency
plans; City allows free use of Fox Den golf course for levy fund-raiser
and reduced
cost for golf teams (high school); new tax abatement agreements include
student internships at the company.
6. Evaluate the necessity for implementing fees for athletic/co/extra curricular
participation.
This is not a committee to institute a pay-to-participate fee for the district.
The committee estimated out-of-pocket costs for parents (baseball hats-anything
the student keeps). The committee researched what do other schools charge.
Some a flat fee. They also asked what does the district does with that
revenue and what they do if the same student is involved in multiple activities.
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1. Review our early intervention services and consider the necessity of
a literacy specialist.
2. Examine the current utilization of district school psychologist.
These two action steps were combined. Both are essentially a review of
the district’s response to intervention – using data and researched-based
intervention and monitoring students – trying to intervene before
a child is labeled with a disability. This has to be consistent across
the district. If students don’t make progress, try other interventions.
The committee looked at current intervention strategies and what we still
need to put in place. They recommended a classroom-level data collection
strategy (i.e. DIBELS, AimsWeb). They also recommended the hiring of
a literacy
specialist. This person needs to be “highly qualified” with
significant experience and qualified in assessments. Federal Grant money
could be used to help pay for this person. All Intervention specialists
and many teachers trained in Phonics First – reading intervention
strategies for students.
3. Explore techniques to improve class size K-12.
The district’s contract with the Stow Teachers Association dictates
class size – K-4 is 24:1. Grades 5-8 is 28:1. Grades 9-12 is 28:1.
(except for band, choir)
Current statistics:
Echo Hills – 22:1; Fishcreek - 22.2:1; Highland – 24.2:1;
Indian Trail – 21.2:1; Riverview – 20.7:1; Woodland - 20.9:1;
Lakeview – 22.5:1;
Kimpton – 25.2:1; SMFHS – depends on the classes and levels
of classes.
We are within the ratios expected in the contract.
The committee researched what it would it take to reduce class size.
Overall our ratio is 23.8:1 for all elementary school (classroom teachers
only).
If we added 10 teachers, it would bring it down 2 students per class.
The cost for 10 new teachers is $400,000. Possibilities were to add a
classroom
instructional aide in situations where class sizes are high.
4. Evaluate
our intervention services.
Elementary principals were involved in this committee. This work needs
to continue at Elementary Council meetings to discuss what is being
done to improve instruction. We need to focus on research-based interventions,
differentiated instruction, subgroups, quality of instruction, explore
baseline data. It was suggested that we offer more summer interventions.
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1. Review the curricular offerings at all buildings and make recommendations
that ensure academic rigor.
The committee of high school administrators and guidance counselors reviewed
class offerings and rigor. Some classes were deleted classes for this
current school year. They looked at Program of Studies and enrollment
and reduced
classes in English, art, consumer science, career internship/mentorship,
physical education, tech education. They reviewed technology skills classes
and reconfigured classes to add more computer software. Some classes
received new computers and labs, so the class is more functional. New
classes were
added in English and math. AP classes are based on national standards.
2. Design a plan to analyze academic data for instructional purposes.
Data drives decision making and finances. Committee met with Jim Zwisler
and principals and staff members on Inservice Day 2006. Each high school
department will look at the item analysis on OGT test questions. Value-added
training with teachers took place and will continue. The district could
possibly use AimsWeb or DIBELS to collect data.
3.Evaluate our current accelerated services offerings.
An AP audit was conducted at the high school. Teachers got training and
did an online survey on accelerated offerings. The trend is growing – based
on high academic performance at Kimpton, freshmen go to higher level
classes at high school. Committee reviewed grade skipping and early high
school
graduation (rarely requested by student/parent). Skipping grades at the
elementary level is rare. District revised its policy on accelerated
services due to a state policy that says to differentiate for every child.
4. Evaluate our current English as a Second Language program. Curriculum
Director met with tutors to review the accountability report. LEP (Limited
English Proficiency) was defined as a student ages 3-21, enrolled in
the district, have English spoken in the home, and have difficulty reading,
writing, listening and speaking. They discussed how to leave the ESL
program
and become “trial mainstream” - these students need to pass
all tests. OGT and test prep books were purchased. Tutors also attended
several training sessions.
5. Align the curriculum PreK-12, utilizing
mapping and pacing guides.
In math, K-8 curriculum maps and some high school classes are finished.
Science and Social Studies are complete K-12. Language Arts and Art are
completed K-8 and Music, K-6. In Year 2 of the strategic plan, math will
be completed, Social Studies will be reviewed, Language Arts and Art
will be finished for grades 9-12 and Music, K-6.
6. Align local common
assessments
with standardized assessments.
K-8 are done in Math; in science, grades 3-6 are finished; social studies – grades
5-8 are complete and Language Arts, grades K-8 is done. In Year 2 of
the Strategic Plan (2007-08), high school math will be completed, as
will K-2
and 7-12 in Science, K-4 and 9-12 in Social Studies, and 9-12 in Language
arts. Pat Clayton from Summit County ESC will be helping with Social
Studies. Teachers also assisted through their professional development
time. The
process will continue.
7. Review the status of textbooks to ensure they are current and aligned
with the Ohio Academic Content Standards.
Curriculum Director looked at all levels and made a list of what was
done when (how old the books are) and when it is due to be updated. In
Social
Studies textbooks will be reviewed in 2007-08. Also looking at high school
English and Business in the coming year.
8. Review ongoing needs of the
current math series being employed.
Math facts and computation were the main issue of parents. Strategies
were already in place to address issues. This school year, teachers
will get
a resource book and every student Grades 2-5 will get a math handbook
that will be helpful to parents. Math website exists and there are
several Math
Parent Nights scheduled throughout the school year. Also this year
for grades K-6, on the report card (Progress Book) indicators will
align
with the math teaching. Consistency in teaching and expectations were
studied.
Test scores were improved in 2006-07 over the previous year. Stow will
pair with Tallmadge in some training.
9. Explore ways to support the “Working on the Work” initiative.
The WOW initiative continued to be emphasized in a variety of ways during
the 2006-07 school year. The specific activities and extent of involvement
varied among the buildings. Teacher-Leader contracts were not renewed
last year and that was a “road block.” Staff members continued
to share student work samples during collaboration sessions. The 10 Design
Qualities were often discussed during the pre- and post-conference with
teachers. It was recommended to help fund the Teacher-Leaders in a supplemental
contract to reward/pay these leaders.
10. Review the “Team Concept” at Kimpton.
There is overwhelming support for a team concept at middle school. At
grades 6-8, students change physically, mentally, emotionally. Teaming
provides
a support system and smaller learning communities in a large building.
Kimpton has a traditional interdisciplinary approach -150 students, classroom
teachers and guidance counselor. The needs of students are supported
and team provides consistent communication with parents.
11. Review and assess our methods of teaching and learning. Administrators
were trained in the Downey principles of walk-through observations. Based
on the data derived from the “Walk-Through” observations during
the 2006-2007 school year, the dominant mode of instruction in the district
was direct instruction at 52.7%. Small group instruction was the second
most common instructional practice observed with 182 observations that
accounted for 27.2% of the documented visits. An impressive 15.7% of the
observations reported one-on-one instruction. Student presentations were
documented on 2% of the observations. Committee recommendations for Year
2: Building principals should be aware of this data and continue with the
walk-through observations so that comparisons can be made on a longitudinal
basis. This data must be shared with teachers via faculty and/or department/grade
level meetings. Teachers should complete a self-assessment regarding their
instructional practices through their review of lesson plans and assessments.
Teachers should also be given the opportunity to dialogue about the data
that has been presented coupled with their self-assessments. This dialogue
should focus on instructional practices and their relations with student’s
achievement. Teachers and administrators should also consider ways in
which teachers will be given the opportunity to observe the instruction
of colleagues
and dialogue about the purposes of the instructional out come as well
as the anticipated and actual outcome regarding student achievement.
Finally,
teachers must be given the opportunity to share professional development
needs based on the above suggestions. The administration should follow
through by providing the appropriate professional development activities
in a fiscally sound manner.
12. Evaluate the effectiveness of the bell schedule utilized in each
building.
This will continue Year 2.
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1. Identify and correct parking issues at the high school.
The district hired an architect to review traffic control areas. The
Architect created a map of each parking lot and traffic flow areas. It
is recommended to have a traffic engineer look at high school (since
we cannot add a traffic light).
2. Develop a plan to repair, replace or remove building carpet.
We are working on a list of each building - when rooms
were carpeted and painted. We will develop a plan to continue the carpet
and painting
program. The business manager will work with principals to prioritize
projects.
1. Update the district crisis plan.
A new document created based on administrative guidelines and board policy.
Topics include: bomb threats, student disorder, child abduction, death
of student or staff member, emergency procedures/evacuations, emergency
treatment, student accident, bus safety, suicide prevention, etc. Administrators
should review the Safety plan and send changes to Dr. Jones. Suggestions
to add: Homeland security alert; food-borne illness; meningitis; pandemic
flu.
2. Upgrade surveillance cameras throughout the district. Cameras will
eventually cover all parking lots. Cameras were upgraded at the high
school. Cameras will be added at Kimpton and Lakeview. Cameras will be
installed at each timeclock. The police dept. will eventually be able
to access all our cameras via the internet.
3. Review the use of identification badges for staff and students.
The committee looked at policies at similar area high schools. Most do
not require students to wear them all the time – it became a discipline
issue. Currently, SMFHS students have their ID in their possession and
show when asked. It would be helpful for staff to wear them, but they
are resistant. The badge would be helpful for lunch cards and library
cards, but it might require more equipment for card readers.
4. Repair facilities that may pose an immediate hazard.
Work is ongoing.
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1. Develop alternative methods to train all staff in technology usage
and instructional integration.
Atomic Learning allows staff to train themselves online or find help
for any software applications questions. The website has audio/video
help. This year, Tech Supervisor will offer technology newsletters that
will go out to the staff. She will be doing some training at staff meetings
that are already scheduled – so as not to add a “another
meeting.” Last year, Echo Hills was trained in how to use voicemail.
Other examples of technology integration are Moodle which is a free website
that offers blogs, sharing of notes, slideshows or iMovies; and Study
Island for students, which has games and test questions.
2. Develop a plan to upgrade, repair and maintain current technology. Technology
staff is Apple-certified for repairs. District has a vendor will repair
computers in 24 hours and give a warranty on work. PC’s
were evaluated to see what needs to be upgraded. Apple lease on iBooks
expires in 2008. 3. Develop a fiscally-sound plan to replace existing
technology as it becomes outdated. Tech Supervisor will ensure the proper
disposal of outdated technology. Each building was evaluated and a company
removed the old equipment.
1. Develop and utilize a variety of models of professional development
that are cost effective and minimize teacher time outside of the class.
Examples are: online training, summer training, train the trainer (you
share with others in your building), Digital Academy and math teacher
training which meets after school. Title IIA helps pay for training costs
and reimburse sub costs.
2. Develop and implement methods for individuals to share their professional
development experience with colleagues.
Professional development happens at various levels - building, district,
individual. Inservice Day (district-wide) – ongoing meetings – GLC,
etc. Committee developed a check-off list (web-based) to communicate
how the meeting went, with ratings, etc. Staff can complete the survey
and report back on how the training was.
3. Prepare and implement a training program for all classified staff.
Online programs exist for classified staff. The challenge is to find
the time for inservice. There is no “inservice” day for classified.
Work will continue on this action step.
1. Develop a plan to market SMFCSD to all segments of the community.
A plan was developed to increase communication via the Stow Sentry, eNewsletter
and the district website. Work will continue on this action step.
2. Implement focus groups as a method of data collection.
Two focus groups met during 2006-07 - one with graduating seniors;
one with registered voters. Students were asked about their overall school
experience, their teachers, quality of work, drug-free safe environment,
etc. Voters were asked about what the district does well, what it can
do better, tax levy, board of education, goals for the district, etc.
1. Review the recommendations submitted regarding the high school
athletic facility study. This is still a work on progress. Booster Clubs will
coordinate projects and goals.
2. Ensure that we are in compliance with Title IX regulations. (yes,
we are in compliance)
3. Review our qualifications for employment and job descriptions
in supplemental positions. We had 394 supplemental contracts in 2006-07.
There were financial
reductions and are at 328 for this school year. Between 90-100 are
athletic coaches. There is a significant application and interview
process. All
coaches undergo the BCI check. The contract lists the salary level/experience.
4. Develop a checklist that must be completed prior to the
creation of any sport or extra/co-curricular activity. This checklist has been
completed.
First, the sport must be a sanctioned activity by the Ohio High School
Athletic Association.
5. Apply for the Harold A. Meyer Award at Kimpton and the high
school.
(will continue Year 2)
(page posted 8/17/2007)