Fostoria City Schools

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FCS Ohio Improvement Plan

 

Goal 1 - English Language Arts:

70% of students will meet or exceed grade level proficiency OR reduce their deficiency from 70% by half on the Spring English Language Arts OST Grades 3- 8/HS EOC by June 2023. Benchmarks: 2021 = 60%; 2022 = 65%; 2023 = 70%

Strategy 1.1 Curriculum, Instruction, and Assessment (ELA): Implementation of a comprehensive literacy instruction program that is coordinated between all grades and aligned to Ohio Plan to Raise Literacy Achievement.

Strategy 1.2 Curriculum, Instruction, and Assessment (Instruction/MTSS): Implement research-based prevention and intervention strategies to effectively respond to academic and non-academic risk factors to improve student achievement based on the tiered framework of MTSS.

Strategy 1.3 Community, Family Engagement: Create effective programs and events to stimulate parent interest and involvement.

Strategy 1.4 Professional Capital: Ensure equitable access to excellent educators across all buildings and programs in the district through data review, root cause analysis, and the development of strategies designed to address any gap due to teacher inexperience.

Goal 2 Mathematics:

70% of students will meet or exceed grade level proficiency OR reduce their deficiency from 70% by half on the Spring Mathematics OST Grades 3- 8/HS EOC by June 2023.

Benchmarks: 2021 = 60%; 2022 = 65%; 2023 = 70%

Strategy 2.1 Curriculum, Instruction, and Assessment (Math): Implementation of a comprehensive mathematics instruction program that is coordinated between all grades and aligned to Ohio’s Learning Standards for Mathematics.

Strategy 2.2 Curriculum, Instruction, and Assessment (Instruction/MTSS): Implement research-based prevention and intervention strategies to effectively respond to academic and non-academic risk factors to improve student achievement based on the tiered framework of MTSS.

Strategy 2.3 Community, Family Engagement: Create effective programs and events to stimulate parent interest and involvement.

Goal 3 Post-Secondary:

100% of Fostoria City Schools students will enter high school with an identified post-secondary goal and 4 year written academic plan by 2023.

Strategy 3.1 College and Career Readiness (Post Secondary): Early exposure to a variety of post-secondary options and necessary preparation required for each option (College 2 year/4 year; Trade School/Apprenticeship; Military; Workforce, etc)

Strategy 3.2 Curriculum, Instruction, and Assessment: Challenging core curricula at the elementary and middle level that are aligned with the high school curricula that will ensure students are on target for college and career readiness by the end of grade 8.

Strategy 3.3 Community, Family Engagement: Collaboration with employers and economic development agencies. Collaborations with postsecondary institutions. Early and ongoing counseling for students and their families.

Goal 4 Special Populations, Students with Disabilities:

SWD in Fostoria City Schools will decrease the gap between our passage rates and the state expectation by 10% in math and 5% in ELA on the 2022-2023 Math and Reading Ohio State Tests as reflected in our Special Education Profile Indicators 3c by 2023 .

Strategy 4.1 Curriculum, Instruction, and Assessment (SWD): Programs within the district will develop and implement specific, evidence-based instructional materials and strategies, appropriate to support each Special Education service, on an ongoing basis, driven by students’ IEPs/individual transition plans (post-secondary education, employment, and independent living skills.) The District will allocate the necessary resources and provide staffing to support the delivery of each service, on an ongoing basis.

Strategy 4.2 College and Career Readiness: The District will provide appropriate resources to support transition planning and implementation for each student with an IEP in order to facilitate effective transitions, from entry to the district through graduation or a completion of a certificate, with a focus on services, goals, and post-school objectives.

Strategy 4.3 Community, Family Engagement: In order to facilitate trust and collaboration among all stakeholders, the District will develop a transparent, consistent and comprehensive system of communication.

Strategy 4.4 School Climate and Supports: In order to provide a wide range of supports and services to students with disabilities, the district will provide resources and learning environments to support multiple needs related to behavior and social-emotional functioning.

Goal 5 Safe and Healthy Schools:

100% of Fostoria City Schools’ staff will create safe and healthy family, school, and community environments by promoting healthy social/emotional development by 2023.

Strategy 5.1 School Climate and Supports (Safe and Healthy Schools): Engage students, staff, parents, agencies, and other community members to provide a network of services, supports, and activities that promote a safe and positive learning environment

Strategy 5.2 School Climate and Supports (PBIS): Integrated with the tiered framework of MTSS implement PBIS practices focused on teaching/developing positive behavioral habits to create a positive climate for learning that seamlessly integrates with current embedded principles of the 7 Habits (Leader in Me/LEAD).

Strategy 5.3 Curriculum, Instruction, and Assessment (Instruction): Implement a variety of instructional strategies and practices focused on increasing student engagement and to provide a network of services, supports, resources, research-based prevention, programs, interventions and strategies that promote the prevention and reduction of at-risk behaviors

Strategy 5.4 Community, Family Engagement: With the assistance of community service agencies provide students and families multiple opportunities to engage with a variety of educational, prevention, and support resources utilizing multiple delivery methods.

Strategy 5.5 School Climate and Supports (Homeless Students): In order to provide a wide range of supports and services to homeless students or students at risk for homelessness, the district will provide resources and learning environments to support multiple needs related to academic success and social-emotional functioning. 

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