SMART+Goals+2013

__Graff__ Due to the need for differentiated lessons aligned with the new state standards, the 4th grade team at Sandy Valley Elementary School will utilize tiered activities for reading, to increase reading comprehension scores, by the end of the 2013-2014 school year. Students will be given a pre-assessment in the fall to analyze standards of weakness, then teachers will utilize the tiered lesson in a smaller group setting, based on that specific reading skill. Students will be assessed for progress every two weeks. __Brosey__ 2nd grade teachers at Fairless Elementary will utilize the informational text based fluency program Read Naturally (science and social studies). The object is to increase the student’s reading skill in the areas of nonfiction reading and improve state test scores in the areas of science and social studies. Students were given a baseline fluency assessment in September, a progress-check in the winter, and they will be assessed again in May to determine growth. Students who fall below the grade level benchmark will be progress monitored every two weeks. Students will spend twenty minutes in daily nonfiction fluency practices.

__Watry__ During the 2012-13 school year Saints Philipand James School (SPJ) will analyze current educational trends, community data, and school data. After analyzing this data the staff at SPJ will implement a writing portfolio, as part of the Language Arts Curriculum, designed to increase proper writing skills across thecurriculum. The goal is for students to be consistent in writing in all subject areas, so that students will be fluent in communicating in written form. Students will be assessed based on rubrics for writing in each subject area. This will be the first step in choosing two areas for our school to use in our five year accreditation process for OCSAA (Ohio Catholic #|Schools Accreditation Association).

__Dente__ The intent is to increase fluency so students are above the proficient level of words correct per minute. An attainable goal is for 85% of the students to be proficient at their grade level for words correct per minute. Also, that 100% of students show some amount of growth in this area. The first, second, and third grade teachers at East Canton Elementary will implement a new oral reading fluency program during the 2013-2014 school year. The program is in addition to the school adopted reading curriculum, __Journeys__ by Houghton Mifflin. The focus of this piece will be on progress monitoring resulting in increased fluency. Teachers will utilize the DIBELS online data system to track all students. Students will be assessed to achieve a baseline reading during the first 2 weeks of school. They will then be administered progress checks at the end of each nine week period to measure growth. Students who are below the proficient level will be administered interventions based on the Florida Center for Reading Research.

__DePew__ K, 1, and 2 classroom teachers, title I teachers, and #|intervention specialist will utilize the diagnostic online reading program I Ready to increase the reading skills (comprehension, fluency and phonemic awareness) of all identified students that are at risk of not meeting the 3rd grade guarantee. Students have been given a baseline assessment (March) and will be assessed again at the end of the year (May) to determine growth and continued areas of need. Teachers have received a brief training and will receive PD as needed. Assessment will be ongoing through the use of imbedded reporting measures within the program. Students will spend a minimum of one hour weekly in school (with the option of additional time at home) completing individualized instructional plans.

__**Clevenger**__ During the 2013-2014 School Year, teachers at Marlington Middle School will effectively implement RTI (Response to Intervention) using //Global Scantron’s Performance Series with Nettrekker//. The program will be used to identify gaps in student learning, offering prescriptions and resources linked to Common Core Standards, and monitoring student growth through formative assessments. Instructional activities will be differentiated based on individual goals, providing parents with additional resources to be used at home. Reporting of student progress will be regular and ongoing, tracked via computer-based assessment tools. Success of the program will be evaluated by the 10 percent reduction of students considered to be //At-Risk// (i.e. students scoring //Basic// or //Limited// on the OAA) and a 25% reduction of students referred to special services for evaluation.
 * //Smart Goal//**

__**Gamble**__ During the 2013-2014 school year, Algebra Survey teachers at the high school will implement a new class structure that will allow for an extra period of mathematics every other day. The goal of the extra math period will be to allow the students that struggle in mathematics to learn the entire curriculum required by the common core. Students content knowledge will be tested in comparison to a regular Algebra I course, where the students are not given the extra period every nine weeks. The comparison will concentrate on the mastery of content covered in both courses.

__Piccari__ The early childhood program at Old Trail School will adopt an early childhood continuum to serve as a new quarter assessment. This document will fulfill the need for an assessment that is not only age-appropriate, but will also be developmentally appropriate to use in a classroom where there is a larger age span (up to two years) than the quarter assessments currently being used can appropriately accommodate. The same document will be used in all four early childhood classrooms, providing parents much more transparency of the goals the program has for each student through the duration of a child’s early childhood experience at Old Trail. This document should be completed by the end of July 2013 for use in the 2013-2014 school year.

__Thompson__ During the first semester of the 2012-2013 school year, Paul C. Bunn Elementary will identify students who have accrued ten or more unexcused absenses. These targeted students will be paired with a staff member who will implement pre-planned attendance reward system that will increase the students' attendence rates by 20% during the second semester of current school year.

__Dulka__ The Cuyahoga Falls City School District will develop and implement an Accelerated Gifted Language Arts course to be offered at both middle schools for the purpose of affording the 8th grade students acceleration opportunities comparable to those offered in Mathematics and Science. Teachers from the high school, the middle school as well as the Teaching and Learning Department will work collaboratively to ensure that the curriculum is not only reflective of the common core for a 9th grade course but that the course also contains curriculum specific to gifted students. The course will be in place for the 2014-2015 school year.

__**Kaufman**__

The 6th grade teachers at East Liverpool city Schools will make use of the on-line STAR Reading Enterprise Program. The purpose is to improve and increase reading comprehension and to increase the state testing scores. The goal is to increase reading comprehension by teaching students to identify and understand the main idea in nonfiction comprehension passages. Students will also work to increase identifying details that support the main idea. At the beginning of the 2013-2014 school year, students will be given an on-line STAR Reading Assessment. This will give teachers a baseline for what the students grade equivalency is in areas of reading. The students will be tested in December and then again in March. Students who fail to read at their current grade level will have progress monitoring every three weeks. General Education Language Arts Teachers, Intervention Specialists, and Title One teachers will implement a daily intervention program of at least 20 minutes to focus on reading comprehension.

__**Craver**__

During the 2013-2014 school year, grades K-8 will be implementing the Every Child a Writer program as part of the Language Arts program. The purpose of the program to increase student’s reading proficiency by implementing the writing program. Research also shows that increasing writing time and ability will increase a student’s ability to write across all content areas which will increase proficiency in all areas. Students will be assessed at the beginning of the school year to be put into small groups by ability. These students are monitored weekly and can move fluidly from one small group to the next based on ability. Language Arts teachers, Intervention Specialists, and Title One teachers run these groups daily to ensure the students are receiving the intense writing strategies prescribed by Every Child a Writer.

__Foss__

In response to the standards shifting from the Ohio Academic Content Standards to the Common Core Standards, there is now a need to conduct a gap analysis to determine what percent of the new curriculum will be covered by current resources and how weak areas of the curriculum will be supplemented. The middle school math teachers will form grade level teams and conduct gap analyses as well as develop supplemental materials to cover weak areas of the curriculum. This will be completed and submitted to the curriculum leader no later than May 1st, 2013. The teachers in conjunction with the curriculum leader will then create a general scope and sequence for each grade level’s math curriculum so the new common core curriculum can be implemented in the 2013-2014 school year.

__ Carper __

During the 2013 - 2014 school year, North Canton City Schools will be implementing a new reading series called Wonders. The object is to increase student’s reading proficiency and improve state test scores in the area of reading. At the beginning of the 2013- 2014 school year, teacher will be trained in using the new program as well as take time to review OAA scores from previous years. By looking at scores, teachers will have a baseline of where they need to supplement the new reading program for weaknesses At the end of the school year teachers will come together to see how the new reading program panned out as well as review test scores of students this year. The reading series will be implemented daily and teachers will have weekly team meetings to determine where to supplement as well as where they are in their lessons to stay on task.

SMART Goal During the 2013-2014 school year New Philadelphia High School, the moderate to severe students in the autism unit will become workforce/employment ready. A large population of moderate to severe students is moving to the high school and real life considerations must be put into place. The AI (autism intervention) will use the updated IEP transition plan as a building block to ensure that students with autism have the skills necessary to be employable and to be more independent. This new career curriculum will be focused on the specific needs of students with autism in alignment with what the state requires for transitioning skills.
 * __Matthias Karolewski__**