The RULH Local School District’s vision is to cultivate goal-oriented leaders within a safe, welcoming environment that fosters respect and transparency. Our schools aim to create a positive, supportive second home for all, ensuring students depart as future-ready young adults.

UPDATE: THE DEPARTMENT’S SCIENCE OF READING PROFESSIONAL DEVELOPMENT COURSE (PATHWAYS A AND C) NOW ALSO MEETS THE DYSLEXIA PROFESSIONAL DEVELOPMENT REQUIREMENTS.

Teachers and Intervention Specialists who complete either Pathway A or Pathway C of the Department’s Science of Reading Professional Development course will fulfill both the Dyslexia Professional Development requirements and the Science of Reading Professional Development requirements.

There will be NO final selection of a Math series for the 2024-25 school year. It is anticipated that ODE/DEW will be generating a HQIM list for math (selected series/programs that are approved for use). Until that list has been generated, we will forego making any changes in curriculum. Teachers in grades K-4 will continue to have access to GoMath (the current adopted series). In addition, teachers who implemented/piloted Illustrative Math (IM) for the 2023-24 school year, will continue to have access to the free resources and the materials already purchased for that series. Another curriculum for consideration (if state approved) is Ready Common Core. One teacher in each grade level (grades K-8) has been provided resources for this series to "dabble in" throughout the year. We hope with exposure to several curricula choices, we can make an informed decision in the best interest of teachers and students when the opportunity is provided/state list is finalized.

Students were given opportunities to earn Down Days (partial or full) based upon:

1) reaching a goal percentage on ALL skills practiced in Reading and/or Math

2) the number of IXL skills they mastered (80% or higher)

The End of the Year incentives are based upon:

1) meeting Projected RIT scores for Reading and/or Math

2) scoring Proficient or higher on state assessments (Reading and/or Math)

This table compares the number of students earning the IXL Down Day (partial and full) each month.

• All students in grades K-6 completed post-benchmark assessments for Aimsweb (reading and math).
• All students in grades 2-12 completed post-benchmark assessments for NWEA MAP (reading, math, and science). Grades 2-3 also use the Language assessment to monitor writing improvement.

NWEA MAP data was analyzed districtwide because this is our High Quality Student Data source for indicating progress within the One Plan goals. The data from the spring assessment is below:

GREEN indicates grade level increase from winter to spring assessments in MAP.

RED indicates grade level decrease from fall to winter in MAP.

NOTE: These percentages indicate students projected BELOW Proficient (the lower, the better).

Due to the improvement status of the Jr./Sr. High School, the DLT analyzed the MAP data and determined areas for improvement.

• Readworks, grades K-12
• Kindergarten, Scholastic Let's Find Out magazine and Benchmark Advance (story about Sarah Hale, "The Mother of Thanksgiving")
• 1st Grade- Trade books regarding the holiday of Martin Luther King, Jr. Day, as well as other famous African Americans
• 2nd Grade-Benchmark Advance series includes a reading on George Washington Carver; the students study the book and watch the film My Friend Martin about Martin Luther King, Jr.; Reading A-Z is used for a story about Garrett Morgan; and classroom picture books are used to learn about Harriet Tubman.
• 3rd Grade- Benchmark Advance, Unit 3 includes readings on Rosa Parks; it also covers gaining the right to vote for African Americans and women. Also, there is an IXL lesson about Martin Luther King, Jr., and the teacher integrates a Youtube read aloud of Martin's Big Words and read A Picture Book of Martin Luther King, Jr. by David Adler. A Brainpop Jr. cartoon about Martin Luther King, Jr., is also used.
• 4th Grade- Field trip to the John Parker House in downtown Ripley; there, tour guides take the students through the house and barn telling the story of the life of John Parker and how he helped with the Underground Railroad. In addition, the students read picture books such as Sweet Clara and the Freedom Quilt and Henry's Freedom Box. They engage in activities related to these books prior to their visit to the John Parker House/museum.
• 6th Grade- During the unit on baseball they study Negro Leagues; complete a biography research paper, and integration of non-fiction articles and picture books regarding "under represented" characters
• HS Technology, students have conducted podcasts or written news stories for the paper
• HS Government- When teaching the original amendments, as well as the Reconstruction and 19th Amendments (begins in February)
• HS Agriculture- Teaching of how black people were allowed to become FFA members and that black male members originally had their own organization known as NFA (New Farmers of America).
• HS Language Arts-Various readings throughout the year that touch on this topic.
• HS General Music- This project is used, General Music Project for February

These are FREE resources that teachers have access to and will be shared prior to February providing tools and topics for teachers to use:

• https://centerracialjustice.org/resources/black-history-month-resource-guide-for-educators-and-families/
  
• https://nmaahc.si.edu/learn/educators/black-history-month-resources
  
• https://www.nea.org/professional-excellence/student-engagement/tools-tips/black-history-month-lessons-resources
  
• https://www.pbs.org/newshour/classroom/posts/2023/01/black-history-month-resources-for-the-classroom
  
• https://www.edweek.org/teaching-learning/opinion-how-to-teach-black-history-a-resource-list/2023/01
  
• https://www.edutopia.org/blog/black-history-month-teaching-resources-matthew-davis
  
• https://www.facinghistory.org/ideas-week/15-classroom-resources-black-history-life
  

• Readworks, grades K-12, includes multiple stories/readings
• Kindergarten- Scholastic Let's Find Out magazine and Benchmark Advance (story about Martin Luther King, Jr.)
• 1st Grade- Trade books regarding famous women
• 2nd Grade-Benchmark Advance reading series includes a story about Mary Anderson; women's rights are also related when studying classroom picture books about Harriet Tubman.

• 3rd Grade- Benchmark Advance, Unit 3 includes readings on Rosa Parks; it also covers gaining the right to vote for African Americans and women.
• 6th Grade- In ELA-Integration of non-fiction articles and picture books regarding "under represented" characters. In Science, teaching of women's history with respect to early civilizations and women's roles; this content then leads into women's rights from then to now.
• HS Technology, students have conducted podcasts or written news stories for the paper
• HS Science, study of Rosalind Franklin (discovery of structure of DNA)
• HS Government- When teaching the original amendments, as well as the Reconstruction and 19th Amendments (begins in February, coinciding with Black History Month and leading into March).
• HS Language Arts-Various readings throughout the year that touch on this topic.

In addition, these resources are available and will be shared prior to March with all teachers to remind them of the importance of this topic during that month:

• https://www.womenshistory.org/womens-history/resources
  
• https://www.womenshistory.org/students-educators/digital-classroom-resources
  
• https://www.nea.org/professional-excellence/student-engagement/tools-tips/womens-history-month-classroom
  
• https://www.weteachnyc.org/resources/collection/march-womens-history-month/
  
• https://www.uft.org/teaching/classroom-resources/culturally-responsive-teaching-resources/womens-history-curriculum-resources
  
• https://www.hmhco.com/blog/womens-history-month-activities-lesson-plans-for-students
  
• https://www.colorincolorado.org/books-authors/literacy-calendar/womens-history-month-booklists-classroom-resources
  

We are continuing this work: Ohio's Department of Education and Workforce (previously ODE-Ohio Department of Education) requires all public school districts to assess themselves using data and root cause analyses to determine the needs of the district for improvement. The needs are developed into SMART goals with student and adult measures as well as action steps for reaching those measures/goals over the course of a three-year period. RULH is in the second year of the three-year implementation period. During our TBT, BLT, and DLT meetings, we have been developing a system for tracking the progress and implementing strategies aligned to the goals.

Student Measure:

Every Semester, one-on-one review of each student’s Career Pathways Portfolio with the student- Student Career Pathway Portfolio of All Students will be monitored by Advisory Period Teachers, with an overall improvement of increase 100% All Students will have a Career Pathways Portfolio in place.

Adult Actions for 2023-24:

1) The building will begin the process of researching a Career Pathway plan for students in grades 8-12. The instructional coach will lead the HS BLT in examining various evidence based programs prior to choosing one.

2) High school students in the traditional setting (e.g. those not in CCP or at the local CTC), will attend an advisory period each day. The advisor will review Progress Book data with each student on a weekly basis, and provide guidance on maintaining passing grades in each course.

3) Parents will be actively contacted to attend a building wide meeting to learn more about the Career Pathway Portfolio. This will initially be done for students in grades 8-9. This will be done by using multiple means of communication. For those who do not physically attend such informational meetings, an overview video presentation on the district’s website will be made available.

Student Measure:

Every Trimester, NWEA MAP Scores in Reading - percentage of students meeting expected growth standard on either the winter or spring NWEA MAP Reading assessments of All Students will be monitored by Principal, Curriculum Director, with an annual improvement of increase 9% (annually) resulting in an overall improvement of increase 25% by the end of the plan.

Adult Actions for 2023-24:

1) Teachers in all three buildings will receive additional PD in the use of the Gradual Release Model of Responsibility. They will also have the opportunity to have the district’s instructional coach to provide them modeling opportunities, as well as direct feedback in how to use the strategy.

2) Building level administrators will compile walk-through data of what instructional strategy(ies) are being used in the classroom at that precise time. Such data will be shared with the teachers during BLT and DLT meetings in an effort to increase the use of evidence based strategies, and to reduce the use of ineffective methods. The goal will be that the data reveals that such strategies are being used at least 50% of the time.

NOTE:

Classroom walkthroughs are being conducted by building principals and the district curriculum director. These walkthroughs consist of those required for OTES (Ohio Teacher Evaluation System) and those conducted informally for the purpose of coaching or informally collecting instructional strategy data. The number of times one or both of the district selected instructional strategies is being used during walkthroughs serves as the Adult Measure for District SMART Goal 2.

All state assessments, as well as district assessments, are complete!

Math, Science, and Social Studies state results release date: Tuesday, May 14th

ELA state results release date: Monday, May 20th

For more info on state assessing for this school year, click the link the state site below:

In this Padlet resource, you will find all the session documents. This is a unique technological resource that can be created for participants to have one-step access to everything needed and used during the sessions. Please feel free to review. We have COMPLETED all seven sessions!

https://padlet.com/amandamcfarland2/crash-course-book-study-gtoh4ix5d7mnbvw4

Mrs. McFarland was approved as an Ashland University Adjunct Instructor, and the district Book Study was approved as course for which participants could purchase college credits. You may access the Book Study proposal, submitted to Ashland University to obtain approval.

PD Proposal

You may click on the links below to access the recent RULH Elementary DLT meeting agendas/minutes:

DLT Agenda/Minutes-March 2024

DLT Agenda/Minutes-April 2024

You may click on the links below to access the recent RULH Elementary BLT meeting agendas/minutes:

March 2024-ES BLT Agenda/Minutes

April 2024-ES BLT Agenda/Minutes

May 2024-ES BLT Agenda/Minutes

You may click on the links below to access the recent RULH Jr./Sr. High BLT meeting agendas/minutes:

March--JR/SR HS BLT Agenda/Minutes

April--JR/SR HS BLT Agenda/Minutes

May--JR/SR HS BLT Agenda/Minutes

Elementary Teacher-Based Teams:

Meet bi-weekly by grade level

Jr./Sr High School Teacher-Based Teams:

Meet weekly

Thursdays--Advisory/Attendance Team

Fridays--Academic Team

TBT Focus for Semester 2:

• Action steps for building and district goals
• Implementation of high yield instructional strategies
• Using AimsWeb (K-1) and NWEA MAP (K-12) data to guide instruction and IXL Skills Plans for students
• Improving Math growth, as indicated by NWEA MAP data

SAMPLE TBT Agendas are linked below

ODE/DEW recently provided legal updates regarding the Section 504 processes. According to legal guidance, districts can now forego the annual 504 Plan revisions and are only required to do so at Re-evaluation intervals (every 3 years). The exception to this would occur if a child has additional medical diagnoses, changes in medical needs, or when a grade level team member (including the parent) has concerns and feels amendments to the plan would benefit the student. Starting with the 2024-25 school year, the parents of the students not due for a Re-evaluation to determine continued eligibility will be contacted and if the plan is sufficient, will be given a PR-01 ensuring the plan will continue for another calendar year as it is written.

We will make this revision at our August 2024 BOE meeting.

5 Educators were in the final year during 2024-25

• 1 is fully submitted, passed, and advanced to a full Professional licensure
• 3 can continue to teach on their RE License or advance to their Professional . Once they advance, the LPDC needs to be informed so they can start that process for renewal.
• 1 did not submit for RESA so it is essentially a fail. The individual's license expires June 30th of this year so unless he/she has accomplished all of the other requirements on the Alternative License, he/she will not be able to renew the license in order to take RESA next year.

4/5 Educators met this year's requirements.

Email: amanda.mcfarland@rulh.us
Website: https://www.rulh.us/
Location: 502 South 2nd Street, Ripley, OH, USA
Phone: (937) 392-1141