Component 1

A comprehensive needs assessment of the whole school. An annual Needs Assessment process is data-driven and is completed by collaborative teams comprised of teachers, administrators, other key personnel and community members. The Needs Assessment drives the processes of planning, identification and implementation of strategies, resource allocation, and other decision-making.

Component 2

Implementation of School-wide reform strategies. School-wide reform strategies are developed and updated annually. The strategies meet all federal requirements and are high quality and research based. Strategies provide opportunities for all children to strive to meet proficient and advanced levels of student academic achievement. Strategies address needs all children in the school-wide Title I building, particularly low-achieving children and those at risk of not meeting state standards. The plan for each building includes information about how the school will determine if needs of the children have been met.

Component 3

Highly qualified teachers in all core content area classes. Teachers employed by the Mt. Healthy City School District meet all federal requirements for “Highly Qualified” in all core content areas. Parents are annually notified of the HQ status of their child’s teachers.

Component 4

High-quality and on-going professional development for teachers, principals, and paraprofessionals. The District annually designs a plan for and schedule of high quality professional development aligned with student, teacher, and paraprofessional needs. Professional development focus aligns with district and building improvement plans. In 2014-2015, two primary focus areas are improving student academic achievement and creating safe and civil learning environments.

Component 5

Strategies to attract high-quality, highly qualified teachers to the school. The Mt. Healthy City School District actively recruits high quality, highly qualified teachers, through a number of means. The District has partnerships with colleges and universities and hosts teachers-in-training who serve as student teachers in district school buildings. District and building administrators participate in recruiting fairs and in professional organizations through which networking occurs. A research based tool is used in the recruiting process to identify desirable traits and screen candidates during the interview process. The District is an equal opportunity employer.

Component 6

Strategies to increase parental involvement. Strategies to increase parental involvement are focused in support of the District’s two goals, which are improved academic achievement and fostering of safe and civil learning environments. Building parental involvement activities focus on these goals, and celebrate student achievement and strong family-school bonds. Ongoing communication with parents is a priority. Parents are notified of involvement opportunities via newsletters, the district website, letters mailed home, teacher one-on-one communication, and signage in front of the buildings.

Component 7

Plans for assisting preschool children in the transition from early childhood programs such as Head Start, Even Start, Early Reading First, or a state-run preschool program. The District works with community preschools and Headstart to successfully transition students from community preschools to the District’s schools.

Component 8

Opportunities and expectations for teachers to be included in decision-making related to the use of academic assessment results leading to the improvement of student achievement. The District Teaching & Learning Department oversees assessments. In establishing an assessment plan and calendar, the District considers federal and Ohio’s assessment requirements, best practices, local achievement data, and teacher and administrator input. An annual assessment calendar is created and implemented.

Component 9

Activities and programs at the school level to ensure that students having difficulty mastering proficient and advanced levels of the academic achievement are provided with effective, timely additional assistance. The District supports buildings as they develop plans for supporting students struggling to master content at proficient and advanced levels. Support includes personnel, technology, supplies and materials, and other resources needed in order to implement building School-Wide Title I and improvement plans. Schools integrate a Response to Intervention model with tiered levels of support based on students’ needs.

Component 10

Coordination and integration of federal, state and local funds and resources such as in-kind services and program components. The District works diligently to be a good steward of public funds, including federal, state, local, and grant funds. Planning and budgeting processes follow established policies and guidelines. Coordination and collaboration at many levels ensures leveraging of funding. School-wide plan development is an annual priority and is ongoing.