TEACHING/LEARNING

WE BELIEVE IN OUR TEACHING & LEARNING

WE BELIEVE curriculum is a combination of instructional and assessment practices with learning resources. Curriculum is not found, exclusively, in our textbooks, but becomes culturally relevant when influenced by the events within our local, national, and global communities.

At its core, curriculum is a framework that is inclusive, data- driven, adaptable, and responsive to the needs of all learners.

Innovative curriculum is accessible for all students and staff to ensure equitable opportunities for success. Curriculum that is grounded in Universal Design for Learning will offer flexibility in the ways that students access material, engage with it, and show what they know.

OUR STRATEGIES WILL implement innovative curriculum that is inclusive, data driven, adaptable, and responsive to the needs of all learners.
WE WILL MEASURE BY using curriculum map/unit plan rubric data to measure the improvement over time of curriculum maps/unit plans.

SELECTION

	TEACHING/LEARNING
	COMPETENCY SELECTION ACTION STEPS	TIMELINE	PROGRESS
TL 1	Identify criteria and policy for curriculum writing for all content courses.	SPR 21	NOT STARTED YET

TL 2	Review contractual language for curriculum development.	SPR 21	COMPLETE


	ABOUT COMPETENCY SELECTION
	Selection refers to the purposeful process of recruiting, interviewing, and hiring ‘with the end in mind’. Selection through an active implementation lens includes identifying skills and abilities that are prerequisites and/or specific to the innovation or program, as well as attributes that are difficult to train and coach.

TEACHING/LEARNING | TRAINING

	TEACHING/LEARNING
	TRAINING ACTION STEPS	TIMELINE	PROGRESS
TL 3	Create a training series that develops the purpose and process of developing curriculum maps, unit maps, and lesson maps.	SPR 21 SUM 21 SPR 22 SUM 22 SPR 23 SUM 23 SPR 24 SUM 24 SPR 25	IN PROGRESS

TL 4	Understand the format and components of all curriculum, assessments, and instructional pedagogy documents/ resources.	SPR 21 SUM 21 SPR 22 SUM 22 SPR 23 SUM 23 SPR 24 SUM 24 SPR 25	IN PROGRESS

TL 5	Create a training series that develops literacy practices (reading, writing, speaking, listening) across all grade levels and disciplines that includes the science of reading.	SPR 21 SUM 21 SPR 22 SUM 22 SPR 23 SUM 23 SPR 24 SUM 24 SPR 25	IN PROGRESS

TL 6	Create a training series that develops standards-based instructional practices that include content, literacy, and social emotional learning standards.	SPR 21 SUM 21 SPR 22 SUM 22 SPR 23 SUM 23 SPR 24 SUM 24 SPR 25	NOT STARTED YET

TL 7	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.	FALL 21 SPR 22 SUM 22 FALL 22	NOT STARTED YET

TL 8	Create a training series that develops an understanding of the UDL framework and culturally-responsive practices for principals, teachers, and related services providers.	SUM 21 FALL 21 SPR 22 SUM 22	IN PROGRESS

TL 9	Review prior curriculum work to determine a plan for integration to validate the time, effort, and work put in previously.	SPR 21	COMPLETE

	ABOUT COMPETENCY TRAINING
	All staff members need training in healthy culture to have a clear understanding of what is expected of them. Training through an active implementation lens is defined as purposeful, skill-based, and adult-learning informed processes designed to support teachers and staff in acquiring the skills and information needed to begin using a new program or innovation.

TEACHING/LEARNING | SYSTEMS INTERVENTION

	TEACHING/LEARNING
	ACTION STEPS	TIMELINE	PROGRESS
TL 10	Develop a comprehensive management plan to direct the design, implementation, evaluation, and delivery of the curriculum.	SPR 21 SUM 21 FALL 21	IN PROGRESS

TL 11	Conduct an audit of course offerings and curriculum maps for PreK-12.	SPR 21 SPR 22 SPR 23 SPR 24 SPR 25	COMPLETE

TL 12	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.	SUM 21	NOT STARTED YET

TL 13	Use the One Needs Assessment to determine the curricular structures in place for implementation.	SPR 21	COMPLETE

TL 14	Create a process to annually review and revise the LCS Reading Achievement Plan (RAP) and implementation. Tie to Ohio’s Plan to Raise Achievement.Create a process to evaluate the quality of our curricular resources.	SPR 21 FALL 21 FALL 22 FALL 23 FALL 24	IN PROGRESS

TL 15	Develop a PreK-12 curriculum team to support the development and implementation of LCS curriculum.	SPR 21 SUM 21 SPR 22	IN PROGRESS


	ABOUT ORGANIZATION SYSTEMS INTERVENTION
	The purpose is to create and sustain an environment and conditions that support the new way of work. The goal of systems intervention is to identify and eliminate or reduce such barriers, or to enhance and sustain those policies, procedures, and regulations that facilitate the work at hand.

TEACHING/LEARNING | FACILITATIVE ADMINISTRATION

	TEACHING/LEARNING
	FACILITATIVE ADMINISTRATION ACTION STEPS	TIMELINE	PROGRESS
TL 16	Participate in an internal audit of course offerings and curriculum maps for PreK-12.	FALL 21 ONGOING	COMPLETE

TL 17	Ensure the taught and assessed curriculum is aligned to the district’s written curriculum.	FALL 21 ONGOING	NOT STARTED YET


	ABOUT ORGANIZATION FACILITATIVE ADMINISTRATION
	*The primary function of Facilitative Administration is to create and maintain hospitable environments to support new ways of work.*

DECISION SUPPORT DATA SYSTEM

	TEACHING/LEARNING
	DECISION SUPPORT DATA SYSTEMS ACTION STEPS	TIMELINE	PROGRESS
TL 18	Analyze data from course offering audit to prioritize the writing of curriculum maps and unit plans.	SUM 21 FALL 21	COMPLETE

TL 19	Develop a feedback tool to review curriculum maps for continuous improvement.	SPR 21 SUM 21 SPR 22 SPR 23 SPR 24 SPR 25	IN PROGRESS

TL 20	Develop a classroom visit protocol to learn about classroom instruction and support classroom instruction.	SPR 21 SUM 21	NOT STARTED YET


	ABOUT ORGANIZATION DECISION SUPPORT DATA SYSTEMS
	The Decision Support Data System (DSDS) is a system for identifying, collecting, and analyzing data that are useful to the teacher, school, district and other implementing environments. The system itself needs to live up to its name. It must be a data system that provides timely, reliable data for decision-making.

TECHNICAL LEADERSHIP

	TEACHING/LEARNING
	TECHNICAL LEADERSHIP ACTION STEPS	TIMELINE	PROGRESS
TL 21	Establish a communication plan for the process of curriculum design and delivery.	SPR 21 SUM 21	NOT STARTED YET

TL 22	Outline how Ohio state standards will be implemented in the curriculum using a front-loaded approach by which design begins with standards.	FALL 21	COMPLETE


	ABOUT TECHNICAL LEADERSHIP
	Technical challenges are those characterized by pretty clear agreement on a definition of the dimensions of the problem at hand. Technical problems also have clearer pathways to solutions. The leader can form a team, make a plan, make decisions, hold people accountable and execute the solution. Technical challenges respond well to a more traditional management approach where problems are defined, solutions are generated, resources are garnered and tasks are assigned, managed, and monitored. A leader guides the overall process and is more “in charge.”

ADAPTIVE LEADERSHIP

	TEACHING/LEARNING
	ADAPTIVE LEADERSHIP ACTION STEPS	TIMELINE	PROGRESS
TL 23	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.	FALL 21	COMPLETE

TL 24	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).	FALL 21	IN PROGRESS


	ABOUT ADAPTIVE LEADERSHIP
	Adaptive challenges aren’t “solved” through traditional management approaches, because adaptive challenges involve legitimate, yet competing, perspectives — different views of the problem and different perspectives on what might constitute a viable solution. In this case, the definition of the problem is much less clear, and the perspectives on the “issue” at hand differ among stakeholders. Viable solutions and implementation pathways are unclear and defining a pathway for the solution requires learning by all. This “all” means that the primary locus of responsibility is not a single entity or person. These types of challenges require a different type of leadership and often require leadership at many levels.

TEACHING/LEARNING TIMELINE

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COMPETENCY | SELECTION

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DLT will form work groups to implement action steps based on the NIRN implementation teams guidance documents.

The DLT will develop a BLT selection process incorporating the cultural and equity selection action steps to develop teams.

TBTs will be formed as grade-level or subject teams in alignment with the DLT guidance.

COMPETENCY | TRAINING

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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.

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.

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.