PLAN TIMELINES

Timelines can be accessed through the links below, and by clicking through the components at left.

HEALTHY CULTURE TIMELINE

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COMPETENCY | SELECTION

11SPR2111

11SUM2111

11FALL2111

11SPR2211

11SUM2211

11FALL2211

11SPR2311

11SUM2311

11FALL2311

11SPR2411

11SUM2411

11FALL2411

11SPR2511

Design a sustainable plan to recruit and retain staff with diverse ethnic and racial backgrounds to reflect Lorain's demographic

Design and execute a protocol for forming teams.

Design and execute a district-wide process to recognize staff for exemplary performance

Identify and create a succession plan to provide for continuity through transitions.

COMPETENCY | TRAINING

SPR21

SUM21

FALL21

SPR22

SUM22

FALL22

SPR23

SUM23

FALL23

SPR24

SUM24

FALL24

SPR25

Create a learning module around norms of collaboration and ways of teaming that applies to Equity, OIP, MTSS, and Curriculum.

Integrate diverse sets of values that promote open mindedness and acceptance as part of all professional learning.

Promote awareness and competency of healthy culture components that impact Equity, OIP, MTSS, and Curriculum through professional development opportunities.

Learn about the history of our country and Lorain City.

Design professional learning by modeling the principles of Universal Design for Learning.

Develop a protocol to differentiate meaningful professional development based on need for all staff

COMPETENCY | COACHING

SPR21

SUM21

FALL21

SPR22

SUM22

FALL22

SPR23

SUM23

FALL23

SPR24

SUM24

FALL24

SPR25

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.

ORGANIZATION | SYSTEMS INTERVENTION

SPR21

SUM21

FALL21

SPR22

SUM22

FALL22

SPR23

SUM23

FALL23

SPR24

SUM24

FALL24

SPR25

Develop and administer a culture survey to identify barriers for healthy culture from all staff and students.

Conduct a root cause analysis to identify cultural barriers.

ORGANIZATION | FACILITATIVE ADMINISTRATION

SPR21

SUM21

FALL21

SPR22

SUM22

FALL22

SPR23

SUM23

FALL23

SPR24

SUM24

FALL24

SPR25

Conduct a root cause analysis to identify cultural barriers.

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.

DECISION SUPPORT DATA SYSTEM

SPR21

SUM21

FALL21

SPR22

SUM22

FALL22

SPR23

SUM23

FALL23

SPR24

SUM24

FALL24

SPR25

Analyze student survey data to understand student and family perspectives of healthy culture.

Use the Culture Survey Results to progress monitor the health of the district culture

Survey the community to understand their experiences within the school district.

LEADERSHIP | TECHNICAL

SPR21

SUM21

FALL21

SPR22

SUM22

FALL22

SPR23

SUM23

FALL23

SPR24

SUM24

FALL24

SPR25

Develop expectations and a protocol for clear and consistent two-way communication.

Develop a data calendar that identifies the data sources for both plan implementation and the impact of the plan.

LEADERSHIP | ADAPTIVE

SPR21

SUM21

FALL21

SPR22

SUM22

FALL22

SPR23

SUM23

FALL23

SPR24

SUM24

FALL24

SPR25

Develop a responsive learning environment based on the growth mindset.

EQUITY TIMELINE

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COMPETENCY | TRAINING

11SPR2111

11SUM2111

11FALL2111

11SPR2211

11SUM2211

11FALL2211

11SPR2311

11SUM2311

11FALL2311

11SPR2411

11SUM2411

11FALL2411

11SPR2511

Understand how all programs can perpetuate inequities.

Understand how the structure, practices and actions of the district office sets an understanding of equity.

Understand the shift in roles and responsibilities for all employees in a proactive integrated comprehensive equitable system.

Understand the equity research on ability grouping, tracking, de-tracking, heterogeneous classrooms, inclusion, integration across race, ability, language, and gifted education.

Understand how co-planning/co-serving can, thoughtfully, increase equity for all learners.

Understand how to align staff by grade-level and content to create co-planning/co-serving teams.

Understand research behind culturally/linguistically relevant instruction.

Utilize culturally/linguistically relevant practices with creating Universally Designed learning environments.

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.

ORGANIZATION | SYSTEMS INTERVENTION

SPR21

SUM21

FALL21

SPR22

SUM22

FALL22

SPR23

SUM23

FALL23

SPR24

SUM24

FALL24

SPR25

Incorporate social identity development for equity advocacy. Determine how information about social identity development will be shared out and continually developed.

Determine Equity Non-Negotiables, align them, to spending practices, and district and building policies.

DECISION SUPPORT DATA SYSTEM

SPR21

SUM21

FALL21

SPR22

SUM22

FALL22

SPR23

SUM23

FALL23

SPR24

SUM24

FALL24

SPR25

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.

Identify areas of focus by conducting a root cause analysis and impact webs from the comprehensive equity audit.

LEADERSHIP | TECHNICAL

SPR21

SUM21

FALL21

SPR22

SUM22

FALL22

SPR23

SUM23

FALL23

SPR24

SUM24

FALL24

SPR25

Develop a plan informed by the equity audit to provide equitable opportunities for all students across school program representation.

Realign staff to support co-planning to design instruction to co-serve students.

Re-align District Office Structure based on Equity Non-Negotiables.

LEADERSHIP | ADAPTIVE

SPR21

SUM21

FALL21

SPR22

SUM22

FALL22

SPR23

SUM23

FALL23

SPR24

SUM24

FALL24

SPR25

Understand how pullout, segregated, and/or clustered programs perpetuate the cycle of marginalization.

Understand deficit and asset-based thinking and how it impacts decisions.

Understand how to leverage the state educator evaluation systems to eliminate inequities.

Share out the Equity Non-Negotiables throughout all schools and community.

TEACHING/LEARNING TIMELINE

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COMPETENCY | SELECTION

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11SUM2111

11FALL2111

11SPR2211

11SUM2211

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11SPR2411

11SUM2411

11FALL2411

11SPR2511

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

SPR21

SUM21

FALL21

SPR22

SUM22

FALL22

SPR23

SUM23

FALL23

SPR24

SUM24

FALL24

SPR25

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.

COMPETENCY | COACHING

SPR21

SUM21

FALL21

SPR22

SUM22

FALL22

SPR23

SUM23

FALL23

SPR24

SUM24

FALL24

SPR25

Explore and develop a coaching process for the DLT.

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.

Develop a resource warehouse for best practices for DLT, BLTs, and TBTs.

Explore connecting TBT processes to professional learning days where TBTs can learn from and support each other.

ORGANIZATION | SYSTEMS INTERVENTION

SPR21

SUM21

FALL21

SPR22

SUM22

FALL22

SPR23

SUM23

FALL23

SPR24

SUM24

FALL24

SPR25

Conduct the “one needs” assessment (ODE) to determine strength and growth areas.

Study and learn the revised OIP process (2020) collectively as a leadership team.

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.

ORGANIZATION | FACILITATIVE ADMINISTRATION

SPR21

SUM21

FALL21

SPR22

SUM22

FALL22

SPR23

SUM23

FALL23

SPR24

SUM24

FALL24

SPR25

BLTs will create a supportive collaborative environment based on the One Needs Assessment results and the norms of collaboration.

DECISION SUPPORT DATA SYSTEM

SPR21

SUM21

FALL21

SPR22

SUM22

FALL22

SPR23

SUM23

FALL23

SPR24

SUM24

FALL24

SPR25

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.

STUDENT SUPPORT TIMELINE

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COMPETENCY | TRAINING

11SPR2111

11SUM2111

11FALL2111

11SPR2211

11SUM2211

11FALL2211

11SPR2311

11SUM2311

11FALL2311

11SPR2411

11SUM2411

11FALL2411

11SPR2511

Develop an orientation process for members of the MTSS.

Develop a common understanding of MTSS.

Integrate practices of equity, UDL, and PBIS into the MTSS framework.

Develop a common understanding for Positive Behavior Intervention Supports.

Use the PBIS Tiered Fidelity Inventory to develop and refine PBIS practices.

ORGANIZATION | SYSTEMS INTERVENTION

SPR21

SUM21

FALL21

SPR22

SUM22

FALL22

SPR23

SUM23

FALL23

SPR24

SUM24

FALL24

SPR25

Use the One Needs Assessment to determine the structures in place for MTSS implementation.

Adopt an evidenced based MTSS framework with the intent of serving each student.

DECISION SUPPORT DATA SYSTEM

SPR21

SUM21

FALL21

SPR22

SUM22

FALL22

SPR23

SUM23

FALL23

SPR24

SUM24

FALL24

SPR25

Develop an assessment framework to define data needed for both students and adults.

TIMELINE | TITAN IMPROVEMENT PROCESS

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COMPETENCY | SELECTION

11SPR2111

11SUM2111

11FALL2111

11SPR2211

11SUM2211

11FALL2211

11SPR2311

11SUM2311

11FALL2311

11SPR2411

11SUM2411

11FALL2411

11SPR2511

Identify criteria and policy for curriculum writing for all content courses.

Review contractual language for curriculum development.

COMPETENCY | TRAINING

SPR21

SUM21

FALL21

SPR22

SUM22

FALL22

SPR23

SUM23

FALL23

SPR24

SUM24

FALL24

SPR25

Create a training series that develops the purpose and process of developing curriculum maps, unit maps, and daily lesson maps.

Understand the format and components of all curriculum, assessments, and instructional pedagogy documents/resources.

Create a training series that develops literacy practices (Reading, writing, speaking, listening) across all grade levels and disciplines that includes the science of reading.

Create a training series that develops standards based instructional practices that include content, literacy, and social emotional learning standards.

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.

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 services providers.

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

ORGANIZATION | SYSTEMS INTERVENTION

SPR21

SUM21

FALL21

SPR22

SUM22

FALL22

SPR23

SUM23

FALL23

SPR24

SUM24

FALL24

SPR25

Develop a comprehensive management plan to direct the design, implementation, evaluation, and delivery of the curriculum.

Conduct audit of course offerings and curriculum maps for PreK-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.

Use the One Needs Assessment to determine the curricular structures in place for implementation.

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.

Develop a PreK-12 curriculum team to support the development and implementation of LCS curriculum.

ORGANIZATION | FACILITATIVE ADMINISTRATION

SPR21

SUM21

FALL21

SPR22

SUM22

FALL22

SPR23

SUM23

FALL23

SPR24

SUM24

FALL24

SPR25

Ensure the taught and assessed curriculum is aligned to the district’s written curriculum.

DECISION SUPPORT DATA SYSTEM

SPR21

SUM21

FALL21

SPR22

SUM22

FALL22

SPR23

SUM23

FALL23

SPR24

SUM24

FALL24

SPR25

Analyze data from course offering audit to prioritize the writing of curriculum maps and unit plans.

Develop a feedback tool to review curriculum maps for continuous improvement.

Develop a classroom visit protocol to learn about classroom instruction and support classroom instruction.

LEADERSHIP | TECHNICAL

SPR21

SUM21

FALL21

SPR22

SUM22

FALL22

SPR23

SUM23

FALL23

SPR24

SUM24

FALL24

SPR25

Establish a communication plan for the process of curriculum design and delivery.

Outline how Ohio state standards will be implemented in the curriculum using a frontloaded approach by which design begins with standards.

LEADERSHIP | ADAPTIVE

SPR21

SUM21

FALL21

SPR22

SUM22

FALL22

SPR23

SUM23

FALL23

SPR24

SUM24

FALL24

SPR25

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.

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).