CODE |
| ACTION STEP |
| PROGRESS |
| HC1 |
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Design a sustainable plan to recruit and retain staff with diverse ethnic and racial backgrounds to reflect our community’s demographic.
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| Complete and in action. Recruitment revision entire, teacher screening complete, currently revising teacher interview process.
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HC2 |
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Design and execute a district-wide process to recognize staff for exemplary performance
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| In progress. An initial survey is designed and sent.
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HC3 |
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Design and execute a protocol for forming teams to include: - Identifying competencies needed by team members
- An application and/or interview process for Equity, OIP, MTSS, and Curriculum team members based on the competencies
- Select members for teams that closely reflect our community’s demographic
- Establish a clear purpose for the objectives of the team
- Reference and utilize research-based practices such as team start-up guide from the National Implementation Research Network (NIRN) Massachusetts Institute of Technology (MIT), and the Ohio Improvement Process 2.0.
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| Complete and in action.
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HC4 |
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Identify and create a succession plan to provide for continuity through transitions. Ensure the plan is detailed to the extent that it can be followed by making it a living document on the website with access by all staff.
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| Not started yet - delayed.
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HC5 |
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Create a learning module around norms of collaboration and ways of teaming that apply to Equity, OIP, MTSS, and Curriculum.
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| Complete and in action
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HC6 |
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Integrate diverse sets of values that promote open-mindedness and acceptance as part of all professional learning.
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| Complete and in action.
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HC7 |
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Promote awareness and competency of healthy culture components that impact Equity, OIP, MTSS, and Curriculum through professional development opportunities such as a shared book study, guest lectures, multimedia presentations, and dialogue/discussion.
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| Complete and in action. The Curriculum team recently completed the "UDL Playbook." The MTSS team recently completed "Leading Equity-Based MTSS."
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HC8 |
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Learn about the history of our country and Lorain City as it pertains to: - Ethnic settlement
- History of Marginalization
- Recruitment and housing assignments by industry
- Redlining
- Policing
- Economy
- Education
|
| Complete and in action.
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HC9 |
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Design professional learning by modeling the principles of Universal Design for Learning - multiple means of engagement, representation, and action & expression.
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| In progress. DLT and BLTs participated in collective learning in June 2023. BLTs will be leading all staff collective learning in the fall/winter of 2023.
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HC10 |
| Develop a protocol to differentiate meaningful professional development based on the needs of all staff.
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| Will continue to be in progress throughout 23-25
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HC11 |
| Develop a train-the-trainer coaching process so that all staff can benefit from coaching in the areas of healthy culture, equity, OIP, MTSS, and Curriculum.
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Complete and will be revised for 23-24 with the utilization of a learning walk protocol to be developed this summer for action step TL20.
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HC12 |
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Develop and administer a culture survey to identify barriers to a healthy culture from all staff and students.
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| Complete as part of communications audit. A survey was sent out in November 2022.
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| HC13 |
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Conduct a root cause analysis to:- Identify cultural barrier
- Determine which barriers have the greatest impact
- Revise action steps to address barriers
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| Not started yet. |
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HC14 |
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Develop building focus groups to process survey data and root cause analyses to create actions to address the cultural barriers that apply to Equity, OIP, MTSS, and Curriculum.
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| Not started yet.
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HC15 |
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Analyze student survey data to understand student and family perspectives of healthy culture.
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| Not started yet.
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HC16 |
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Use the Culture Survey Results to progress monitor the health of the district's culture
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| Not started yet.
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HC17 |
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Survey the community to understand their experiences within the school district.
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| Not started yet.
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HC18 |
| Develop expectations and a protocol for clear and consistent two-way communication. |
| In progress with learning walks and PBIS referrals
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HC19 |
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Develop a data calendar that identifies the data sources for both plan implementation and the impact of the plan.
|
| Delayed to Fall/Winter 2023 |
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HC20 |
| Develop a responsive learning environment based on a growth mindset. |
| Complete and in progress. At the conclusion of every professional learning event, our DLT and BLTs debrief staff feedback. This will continue throughout the implementation of this strategic plan.
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CODE |
| ACTION STEP |
| PROGRESS |
E1 |
| Understand how all programs can perpetuate inequities.
|
| Complete and ongoing.
All staff learned the history of marginalization in education, engaged in drawing the current educational model in their respective schools, and determined which programs and processes are proactive and reactive.
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E2 |
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Understand how the structure, practices and actions of the district office sets an understanding of equity.
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| Complete and ongoing.
Central office has been restructured to better align with our deepening understanding. |
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E3 |
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Understand the shift in roles and responsibilities for all employees in a proactive integrated comprehensive equitable system.
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| Not started yet.
This is targeted for June with our DLT and BLTs.
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E4 |
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Understand the equity research on ability grouping, tracking, de-tracking, heterogeneous classrooms, inclusion, and integration across race, ability, language, and gifted education.
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| In progress.
Out DLT and BLTs have begun this collective learning. All staff will engage in this learning in the fall of 2022.
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E5 |
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Understand how co-planning/co-serving can, thoughtfully, increase equity for all learners.
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| Not started yet.
This is targeted for June with our DLT and BLTs.
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E6 |
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Understand how to align staff by grade-level and content to create co-planning/co-serving teams.
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| Not started yet.
This is targeted for June with our DLT and BLTs.
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E7 |
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Understand research behind culturally/linguistically relevant instruction.
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| Not started yet.
This is targeted for June with our DLT and BLTs.
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E8 |
| Utilize culturally/linguistically relevant practices with creating Universally Designed learning environments.
|
| In progress.
Our CASS team is currently leading collective learning with our curriculum team about universally designing learning.
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E9 |
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Provide ongoing and job-embedded professional learning to assist staff in using UDL as a framework for creating and implementing lessons/units with multiple forms of instruction, assessment, and relevant practices.
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| Not started yet
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E10 |
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Incorporate social identity development for equity advocacy. Determine how information about social identity development will be shared out and continually developed.
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| In progress.
Our DLT, all BLTs, and currently 3 schools have engaged in collective learning about identify development.
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E11 |
| Determine Equity Non-Negotiables, align them, to spending practices, and district and building policies.
|
| In progress.
Our DLT and principals have engaged in this collective learning. Our BLTs will engage in this learning in June with a target for completion at the end of June/beginning of August. |
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E12 |
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Conduct a comprehensive Equity Audit to examine if students and staff are under or over-represented across the district in: academic opportunities, course enrollment, discipline, staffing, attendance, etc.
|
| Complete
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E13 |
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Identify areas of focus by conducting a root cause analysis and impact webs from the comprehensive equity audit.
|
| Complete
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E14 |
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Develop a plan based on the results of the equity audit to provide equitable opportunities for all students across school programs representation.
|
| In progress and ongoing. Preschool expansion will now include 3-year-olds and community-provider partnerships; The Success Academy study is complete and a plan will be finalized by September 23; we are still preparing for students to be proportionally represented in their natural environments.
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E15 |
| Realign staff to support co-planning to design instruction to co-serve students.
|
| In progress.
BLTs are leading collective learning and implementation with staff.
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E16 |
| Re-align District Office Structure based on Equity Non-Negotiables. |
| Complete and ongoing.
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E17 |
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Understand how pullout, segregated, and/or clustered programs perpetuate the cycle of marginalization.
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| Complete and ongoing.
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E18 |
| Understand deficit and asset-based thinking and how it impacts decisions.
|
| Complete and ongoing.
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E19 |
| Understand how to leverage the state educator evaluation systems to eliminate inequities.
|
| In progress for both OTES and OPES. |
E20 |
| Share out the Equity Non-Negotiables throughout all schools and community.
|
| In progress.
All schools are finished. Still need community. |
|
CODE |
| ACTION STEP |
| PROGRESS |
TIP1 |
| DLT will form work groups to implement action steps based on the NIRN implementation team's guidance documents.
|
| Complete and ongoing.
We currently have a curriculum team, reading team, PBIS team, culture team, and MTSS team. |
TIP2 |
|
The DLT will develop a BLT selection process incorporating the cultural and equity selection action steps to develop teams.
|
| Complete and ongoing. |
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TIP3 |
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TBTs will be formed as grade-level or subject teams in alignment with the DLT guidance.
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| Complete and ongoing. All schools are scaling up C3 teams in alignment with the C3 team process.
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TIP4 |
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Develop an orientation process for members of the DLT to provide background knowledge on the Ohio Improvement Process, the district plan, and the role of the district leadership team.
|
| Complete. |
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TIP5 |
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Develop an orientation process for members of BLTs to provide background knowledge on the Ohio Improvement Process, the district plan, the role of the building leadership team, and the connections to the DLT and TBTs.
|
| Not started yet. We need to revisit this for new BLT members.
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TIP6 |
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Develop an orientation process for members of the TBTs to provide background knowledge on the Ohio Improvement Process, the revised TBT process, practice opportunities as TBTs, and the connection to the BLT.
|
| Complete and ongoing. DLT and BLTs completed collective learning and BLTs are leading all staff in August/October 2023.
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TIP7 |
|
Explore and develop a coaching process for the DLT.
|
| Not started yet.
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TIP8 |
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Develop a coaching process that incorporates feedback and support from DLT to BLTs, from BLTs to the DLT, from the BLTs to the TBTs, and from the TBTs to the BLTs.
|
| Not started yet.
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TIP9 |
|
Develop a resource warehouse for best practices for DLT, BLTs, and TBTs.
|
| Complete.
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TIP10 |
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Explore connecting TBT processes to professional learning days where TBTs can learn from and support each other.
|
| Complete and ongoing.
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TIP11 |
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Conduct the “one needs” assessment (ODE) to determine strength and growth areas.
|
| Complete and to be revisited during 23/24. |
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TIP12 |
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Study and learn the revised OIP process (2020) collectively as a leadership team:- Develop a common understanding around the Ohio Improvement Process (OIP) and how it relates to the people and processes within our district
- Learn by looking at exemplars in other districts
- Collaborate with SST2
- Identify and include experts in the field in this process
|
| Complete. Our DLT and BLT processes have been revised and the TBT process has evolved into a C3 team process.
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TIP13 |
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Develop the revised process for DLT, BLT, and TBT, using Ohio Improvement Process (OIP) 2.0 documents and the National Implementation Research Network (NIRN) documents.
|
| In progress. DLT-BLT-C3 connections still need to be practiced and solidified.
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TIP14 |
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BLTs will create a supportive collaborative environment based on the One Needs Assessment results and the norms of collaboration.
|
| In progress. |
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TIP15 |
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Develop a rubric of expectations for the DLT, BLTs, and TBTs for each step of the Ohio Improvement Process to use in conjunction with coaching feedback and support, and use for monitoring the growth of DLT, BLT, and TBT implementation.
|
| Complete. C3 Teams process developed with expectations for practices.
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STUDENT SUPPORTS
|
| CODE |
| ACTION STEPS |
| PROGRESS |
SS1 |
|
Develop an orientation process for members of the MTSS to provide background knowledge on MTSS, the district plan, and the role of the MTSS team.
|
| In progress. |
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| SS2 |
|
Develop a common understanding of MTSS as:
“A comprehensive continuum of evidence-based, systemic practices to support a rapid response to students’ needs, with regular observation to facilitate data-based instructional decision making."
|
| In progress. The PBIS part of MTSS is complete. The MTSS team will begin defining systems for use 23-24.
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SS3 |
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Integrate practices of equity, UDL, and PBIS into the MTSS framework.
|
| In progress. We are collectively learning about MTSS right now.
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SS4 |
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Develop a common understanding for Positive Behavior Intervention Supports.
|
| Complete and on-going. All staff participated in PBIS calibration in August 2023.
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SS5 |
| Use the PBIS Tiered Fidelity Inventory to develop and refine PBIS practices.
|
| Complete and ongoing.
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SS6 |
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Use the One Needs Assessment to determine the structures in place for MTSS implementation.
|
| Complete |
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SS7 |
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Adopt an evidenced-based MTSS framework with the intent of serving each student.
|
| In progress.
The PBIS model is almost complete. The academic development has begun with scope and sequence development and collective learning about equity, unit design, and universal design for learning.
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SS8 |
| Develop an assessment framework to define data needed for both students and adults at the: - Classroom level
- Building level
- District level
- This will include universal screening data, diagnostic data, and process implementation data.
|
| Not started yet. Targeted for Fall 2023 with data calendar and reading assessments framework. |
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SS9 |
| Develop a transition process for juniors, seniors, and recent graduates that identifies needs and provides supports that assist students in reaching post-secondary goals.
|
| In progress. This has transitioned to developing a process to track progress toward on-time graduation starting in grade 11 |
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|
CODE |
| ACTION STEPS |
| PROGRESS |
TL1 |
|
Identify criteria and policy for curriculum writing for all content courses.
|
| In Progress
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TL2 |
|
Review contractual language for curriculum development.
|
| Complete. |
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TL3 |
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Create a training series that develops the purpose and process of developing curriculum maps, unit maps, and daily lesson maps.
|
| In progress.
Unit plans are targeted for 23-24 |
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TL4 |
| Understand the format and components of all curriculum, assessments, and instructional pedagogy documents/resources.
|
| In progress.
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TL5 |
|
Create a training series that develops literacy practices (Reading, writing, speaking, listening) across all grade levels and disciplines that includes the science of reading.
|
| In progress.
Complete for K-3. All teachers K-3 have completed the Keys to Literacy series. All 4-12 intervention specialists will complete the series in 23-24.
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TL6 |
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Create a training series that develops standards-based instructional practices that include content, literacy, and social-emotional learning standards.
|
| In progress through the C3 team process. |
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| TL7 |
|
Develop a philosophical approach that requires every content area to understand the importance of precise student objectives and standards that are reasonable in number to ensure time to master content.
|
| Complete |
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TL8 |
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Create a training series that develops an understanding of the Universal Design for Learning (UDL) framework and culturally responsive practices for principals, teachers, and related service providers.
|
| Complete.
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TL9 |
|
Review prior curriculum work to determine a plan for integration to validate the time, effort, and work put in previously.
|
| Complete. |
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TL10 |
|
Develop a comprehensive management plan to direct the design, implementation, evaluation, and delivery of the curriculum.
|
| In progress.
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TL11 |
|
Conduct an audit of course offerings and curriculum maps for PreK-12.
|
| Complete. |
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TL12 |
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Identify the roles and responsibilities of the board of education, central office staff members, and school based staff members in the design and delivery of curriculum.
|
| Not started yet. |
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TL13 |
|
Use the One Needs Assessment to determine the curricular structures in place for implementation.
|
| Complete. |
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TL14 |
| Create a process to annually review and revise the LCS Reading Achievement Plan (RAP) and implementation. Tie to Ohio’s Plan to Raise Achievement.
|
| In progress.
Our reading team is 2/3s complete with Keys to Literacy training. A training and coaching plan for all staff is targeted for completion in May and implementation will begin in June.
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TL15 |
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Create a process to evaluate the quality of our curricular resources.
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| Complete and ongoing. We have used our process for secondary science adoption, elementary science adoption, elementary ELA, and secondary languages.
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TL16 |
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Develop a PreK-12 curriculum team to support the development and implementation of LCS curriculum.
|
| Complete. |
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TL17 |
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Ensure the taught and assessed curriculum is aligned with the district’s written curriculum.
|
| Complete. Learning walks include a scope and sequence check |
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TL18 |
|
Analyze data from course offering audit to prioritize the writing of curriculum maps and unit plans.
|
| Complete. |
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TL19 |
| Develop a feedback tool to review curriculum maps for continuous improvement.
|
| In progress. Targeted for 23/24
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| TL20 |
|
Develop a classroom visit protocol to learn about classroom instruction and support classroom instruction.
|
| Complete |
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TL21 |
|
Establish a communication plan for the process of curriculum design and delivery.
|
| In progress through the C3 team process |
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TL22 |
|
Outline how Ohio state standards will be implemented in the curriculum using a frontloaded approach by which design begins with standards.
|
| Complete.
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| TL23 |
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Describe the philosophical framework for the design of curriculum, the alignment of the written, taught, and tested curriculum, and the approaches used in delivering the curriculum.
|
| Complete.
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| TL24 |
|
Emphasize the importance of understanding the difference between non-negotiable curriculum practices (objectives, priority standards, mission, etc.) and flexible curriculum practices (how we engage students, represent information, and provide options for students to show what they know and can do).
|
| In progress.
The curriculum team has finished this work. Communicating this will occur through unit plan development, implementation and monitoring from TL20.
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| TL25 |
|
Determine the need for expanded arts programming Pk-12 by comparing what we offer against the needs of our students and learning about models for the arts from other schools.
|
| Complete.
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| TL26 |
|
Plan expanded arts course offerings, budgets, and staffing, scheduling, and training
|
| Complete |
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| TL27 |
|
Implement expanded Pk-12 arts offerings in all schools
|
| Complete |