Ogden Community School Annual and Long Term Goals


November 08, 2010

OGDEN COMMUNITY
SCHOOL DISTRICT

2010 – 2014
LONG RANGE GOALS TO SUPPORT
STUDENT NEEDS

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2010 – 2011
ANNUAL GOALS FOR READING COMPREHENSION, MATH, SCIENCE
STUDENT DEVELOPMENT
IOWA CORE IMPLEMENTATION PLAN
 

2010 – 2011
BOARD OF EDUCATION ANNUAL GOALS
OGDEN COMMUNITY SCHOOL DISTRICT
Long Range Goals Established to Support Prioritized Student Needs
Comprehensive School Improvement Plan

District Learning Expectations

Ogden Community Schools student learning expectations are the general expectations for all who attend and graduate.  Students graduating from Ogden Community Schools will be able to do the following:  

Learning Expectations

We will have achieved our mission when all of our students function effectively, contribute positively, and exhibit quality performance as:

1.  Effective Communicators – who effectively communicate through speaking, writing, reading,   visual/non-verbal, listening, performing and other forms of communication

2.  Lifelong Learners – who demonstrate flexibility, motivation, and skills necessary to initiate learning for personal and occupational growth using multiple resources and technologies

3.  Responsible Citizens – who take the initiative and time to improve the quality of life for themselves and others in their local and global environment

4.  Cooperative Contributors – who demonstrate responsibility and use effective group skills to foster, develop and maintain supportive relationships with others in culturally diverse work, community, educational and family settings

5.  Problem Solvers – who effectively use a variety of reasoning strategies and resources to make decisions and solve problems in multiple contexts

6.  Knowledgeable People – who acquire and utilize information and basic skills and processes

Long Range Goals 2010-2014

Goal 1:  In the area of Reading, the district will increase the percentage of students performing at the proficient level and higher.  

The following indicators will measure district progress with Goal 1:
1a. Percentage of students who score at the proficient level or above (41st percentile or above using national norms) on the ITBS Reading Comprehension Test in grades 3 through 8 and the ITED Reading Comprehension Test in grade 11, including data disaggregated by subgroup.

1b. Percentage of students in grades 1-3 who are at benchmark for their grade level on the Dynamic Indicators of Basic Early Literacy Skills (DIBELS)
Goal 2:  In the area of Math, the district will increase the percentage of students performing at the proficient level and higher.

The following indicators will measure district progress with Goal 2:
2a. Percentage of students who score at the proficient level or above (41st percentile or above using national norms) on the ITBS Mathematics Total Test in grades 3 through 8 and the ITED Mathematics Test in grade 11, including data disaggregated by subgroup.

2b. Percentage of students in grades 4, 8, and 11 who achieve at the intermediate level or above on the Iowa Collaborative Assessment Modules.

Goal 3:  In the area of Science, the district will increase the percentage of students performing at the proficient level and higher.

The following indicators will measure district progress with Goal 3:
3a.  Percentage of students who score at the proficient level or above (41st percentile or above using national norms) on the ITBS Science Test in grades 5 and 8 and the ITED Science Test in grade 11, including data disaggregated by subgroup.

3b.  Percentage of students in grades 8, and 11 who achieve at the proficient level or above on the SCASS science assessment.

Goal 4:  All K-12 students will use technology in developing proficiency in reading, mathematics, and science.  
 
The following indicators will measure district progress with Goal 4:
4a.  The indicators identified for Goals 1, 2, and 3.

4b.  Percentage of students at grade 8 who score at the proficient level or above on a locally developed technology assessment.

Goal 5:  OCSD will ensure that the learning environment is inclusive, safe, disciplined, drug   free, accessible, and caring in order to maximize student learning and promote personal and social growth.

The following indicators will measure district progress with goal 5:
5a. Attendance rate as measured by the average daily attendance data calculated and reported on the Certified Annual Report (CAR).

5b. Graduation rate as calculated by the Iowa Department of Education using data from the spring BEDS report.

5c. Percentage of student body in middle and high school that receives any discipline referrals (i.e., office referrals, suspensions, and expulsions).

5d. Percentage of students in grades 6, 8, and 11 that report that they have used alcohol, tobacco, or other drugs on the triennial Iowa Youth Survey.  

Annual Goals  2010 – 2011
Reading Comprehension, Math, Science, Student Development
Annual Progress Report

Reading Comprehension:  During the 2010 – 2011 school year, the percent proficient and above of 11th graders will increase from their performance as 10th graders (63.0%) on the ITED Reading Comprehension subtest.

Math:  During the 2010 – 2011 school year, the percent proficient and above of 8th graders will increase from their performance as 7th graders (85.7%) on the ITBS Math total.

Science:  During the 2010 – 2011 school year, the percent proficient and above of 4th graders will increase from their performance as 3rd graders (81.5%) on the ITBS Science subtest.

Student Development:  Infuse Character Education into the curriculum and co-curricular activities.

Actions to Meet 2010 – 2011 Goals

Pre-Kindergarten – Fourth Grade Actions
• Implementation of The Iowa Core
• Continue integration of Character Education principles of Performance Character and Moral Character
• Assess writing skills with grade level rubrics to establish a baseline
• Establish guidelines/steps related to lunch/milk ticket charges
• Finalize a reporting mechanism for math on elementary report cards
• Explore ways to integrate Science and Social Studies into other curricular areas
• Research best practice in teaching reading fluency
• Continue PALS (Peer Assisted Learning Strategies) implementation in grades K – 4
• Research strategies/trainings for teaching ELL students
• Research strategies/trainings for teaching children in poverty

Fifth – Eighth Grade Actions
• Implementation of The Iowa Core
• Continue integration of Character Education principles of Performance Character and Moral Character
• Continue to implement Everyday Math in grades 5 and 6
• Continue to implement Transitional Math for grades 7 and 8
• Continue to implement Chicago Algebra for 8th grade
• Continue to implement Math/Reading tutorial system for students
• Continue computerized math facts program in grades 5 – 8 and/or timed testing
• Continue AR Program for grades 5 – 8
• Implement student respect/behavior system, classroom system, office system
• Recess with D’s and F’s
• 5 – 8 organizational plan
• 7 Habits of Highly Effective Teens – 8th grade
Ninth – Twelfth Grade Actions:
• Implementation of The Iowa Core
• Continue integration of Character Education principles of Performance Character and Moral Character
• Leadership/character/student achievement strategies in all content areas  
• Continue integration of Power 2 Achieve and Power 2 Teach as part of a field study coordinated by the Institute for Character Development
• Continue the implementation of our Student Management System – Infinite Campus – increasing communication with all stake holders – student accountability and responsibility – additional training for senior spring grades will be needed
• Continue implementation and assessment of delivery system for ITED test procedures – incorporate focusing activities to increase proficiency levels in grades 9 – 10 – 11
• Continue Reading/Dimensions of Literacy initiative. Classroom implementation of content vocabulary, content reading, or technical reading will replace “free reading” in 2010

Student Development Actions:
• OCSD will collect data on the following:  K – 8 attendance; District Graduation Rate; Percentage of students in grades 6, 8, 11 that reports having used alcohol, tobacco or other drugs; Percentage of middle and high school students that receive discipline referral
• K – 4 teachers will use the Character Education materials in Teacher Friendly Character Education from Hurt Free Schools
• Continue AKF (Activities, Kids, Fun) Student and Parent assembly each fall
• Drug-Free After Prom activities related to Drug-Free Curriculum
• Continue partnership with Youth & Shelter Services for a Student Assistance Coordinator
• Continue to expand the GRIPP Youth Mentoring program to grades K – 6