Logan County Schools will continue to promote a culture of high expectations as measured by an average of a 15% increase during the 2016-2017 school year as per data from the following instruments: Logan County Schools' McREL Power Walkthrough data, the Logan County Schools' Instructional Scorecard data, Climate Surveys, Culture Typology Survey data.
1. Ensure annual course offerings and training for dual credits and AP courses.
2. Develop and implement the Logan County Schools' Teacher Expectations Guidance Document and Instructional Scorecards.
3. Monitor and implement research-based instructional strategies in Pre-K through 12th grade classrooms on a regular basis.
4. Support the instructional focus of weekly collaborative teams through professional development and technical assistance.
5. Expand the Logan County Schools' marketing campaign to increase student achievement and graduation and attendance rates for all students. Include the development of Logan County Schools' staff listserve, Facebook page, and Twitter account to enable district staff to communicate the message of "High Expectations of Greatness" to support the campaign.
6. Provide multiple opportunities for daily student leadership at all programmatic grade levels within the classroom, through extracurricular activities, student government/leadership, and student goal setting using a variety of delivery models including Leader in Me, student interviews, and student choice in the classroom.
7. Utilize the BrightBytes Early Warning System to identify students who are at-risk for dropout and provide a system of support including counseling to ensure success.
8. Conduct the School Climate Survey at all schools and follow-up with Culture Typology Survey with identified schools. Review data and develop school level plans based on the results.
Logan County Schools will demonstrate a 20% increase in the instructional leadership capacity of administrators throughtrainer delivered and job-embedded professional learning to support teaching and learning for all students during the 2016-17 school term.
1. Provide monthly trainings for principals with a focus on improving organizational effectiveness, instructional leadership, and
preparing ALL students to be college and career ready; such as training on providing meaningful, descriptive feedback to
students., learning discussions, and depth of knowledge. During the second semester these meetings with include a book study
of “Eight Myths of Student Disengagement: Creating Classrooms of Deep Learning.”
2. Support principals’ and assistant principals' instructional leadership capacity by conducting walk-throughs utilizing the Logan County Schools' Instructional Scorecard
3. Continue the 10-minute meeting process at least quarterly to facilitate principal/teacher discussions about instruction.
4. Design and implement an Aspiring Principals' Academy to support current assistant principals and completers of a Leadership Studies Graduate Program
Logan County Schools will show an additional 15% increase in proficiency rate for ELA/RLA and an additional 25% in mathematics as measured by our state assessment.
1.Continue the county instructional monitoring system of gathering data on student mastery of standards at a minimum of four times per school year.
2. Provide feedback to students after benchmarks and formative assessments.
3. Meet at least weekly in collaborative teams to analyze student data to plan and modify instruction.
4. Train teachers and implement PALS (Phonological Awareness Literacy Screener) in grades Pre-K-1st three times annually
5. Use Support for Personalized Learning (SPL) to provide interventions (particularly for the bottom 25%), enrichment and differentiation of
instruction and assessments. Achieve 3000 will be used with selected students at the high schools level and all students at the middle school level.
6. Schools will use Instructional Practices Inventory (IPI) data and faculty discussions and anlaysis to increase student engagement and
rigor three to four times per year.
7. Use state assessments and quarterly monitoring data to develop lesson plans to address identified strengths and weaknesses of all students.
8. Heighten student learning through the Simulated Workplace initiative at Ralph R. Willis Career Technical Center using data portfolios and WIN results.
9. Coordinate extended day program planning with content and skills being taught during the school day.
10. Implement current Improving Teacher Quality (ITQ) grant for elementary math support and apply for subsequent grants to continue.
11. Provide professional development in mathematics through summer teacher academies, and follow-ups throughout the school year.
12. Partner with WVU Extension Service and the Harless STEM Center to provide training for Pre-K teachers in the area of STEM.
13. Continue to support secondary participation in the MDC (Mathematics Design Collaborative) and LDC (Literacy Design Collaborative) to improve student acheivement.
14. Implement Ready Rosie and Bringing Up Parental Engagement App
15. Research and pilot instructional materials to supplement 5th-8th grade mathematical resources.
16. Complete the K-4 ELA Scope and Sequence and align it with resources.
17. Conduct quarterly collaborative team meetings with the following four (4) groups of teachers: High School Math, High School ELA, Middle School Math, and Middle School ELA.
18. Use WVDE Interim Assessments, Diagnostics, and Blocks to monitor student progress toward meeting mastery of the WV CSOs,
506 Holly Avenue | Logan, West Virginia 25601 | Phone: 304-792-2060