"Each child ... our Future" الخطة الاستراتيجية للتعليم في ولاية اوهايو ٢٠١٩ الي ٢٠٢٤

Each Child ... Our Future

لماذا اسرد خطة اوهايو؟

Why Ohio Strategic Plan For Education 2019 - 2024 mentioned here?

بعد التعرف علي جزء من واقع التعليم في اوهايو  ناسب أن اورد إضاءة مختصرة على الخطة الاسترتيجية التي وضعتها ادارة التعليم في اوهايو للمستقبل (٢٠١٩ - ٢٠٢٤) . لكن ما يهمني كثيراً (لانه يهمني لا يعني انه الاهم ) ويجعلني اذكر الخطة الاستراتيجية لتعليم اوهايو في صفحه منفردة هو انها تحتوي معايير منهج الرياضيات والذي ساذكره في مكان اخر من هذه المدونه لتوضيح الفرق بين منهج الرياضيات لديهم ولدينا.

ملاحظة ادرجت اجزاء من الكتيب باللغه الانجليزية (وقد قمت بالكثير من الاختصار في الترجمه للعربية ) وتستطيع اخي القاري الكريم أن تتصفح الكتيب كامل والذي يحوي صور جميله والوان بهيجه علي الرابط :

http://education.ohio.gov/Media/Media-Releases/Ohio-Launches-Strategic-Plan-for-Education-Each-C#.XH8EFS2ZNhE

Introduction

Each Child, Our Future is Ohio’s shared plan for ensuring each student is challenged, prepared and empowered for his or her future by way of an excellent prekindergarten through grade 12 (preK-12) education.The plan’s purpose: to lift aspirations, create hope and excitement, guide development of state-level education policies and promote high-quality educational practices across the state.

This plan was built by Ohioans for Ohioans. Launched by Ohio’s superintendent of public instruction and the State Board of Education in the summer of 2017, more than 150 Ohio-based partners1 rolled up their sleeves to develop the plan. Moreover, approximately 1,200 Ohio citizens—including parents, caregivers, preK-12 educators, higher education representatives, employers, business leaders, community members, state legislators and, of course, students themselves—attended 13 regional meetings across the state to review the plan and provide feedback. In total, more than 1,350 Ohioans had a hand in crafting the plan.

مقدمة الخطة

اعجبتني كثيرا العبارات المحفزة والمتفائلة التي استخدمت في المقدمة:  

كل طفل (اي طفل) هو مستقبلنا، كل طفل (اي طفل)يتم تحديه (اتاحة الفرصة للطالب أن يمارس نشاطات ليست سهلة يمل منها الطالب او صعبة تمثل عقبة له بل متوسطة تشكل تحدي للطالب يستطيع تجاوزه ) يجهز و يمكن (تمكين الطالب اي يمنح الادوات والمهارات التي تجعله قادر علي اداء المهام المطلوبه منه مستقبلا ) للمستقبل بتعليم متميز من ما قبل رياض الاطفال حتي التخرج من المرحلة الثانوية.

تهدف هذه الدراسة الي رفع الامال وصنع الامل والاثاره وقيادة تطوير سياسات التعليم علي مستوى الولاية، وتشجيع ممارسات تربوية ذات جودة عالية في جميع انحاء الولاية. هذه الخطة عملها (اهل اوهايو لاهل اوهايو) واعلن عنها في عام ٢٠١٧ م بمشاركة مجتمعية كبيره .

  

Each Child, Our Future. Why Now?

Now, more than ever, Ohio’s 1.7 million schoolchildren stand to benefit from a strategic plan carefully considered by a diverse group of partners who came to the table ready to identify the most impactful solutions for student success.The following Ohio-specific trends make a compelling case for why this plan is needed now.

- JOBS ARE RAPIDLY CHANGING AND REQUIRE DIFFERENT SKILL SETS.
Dramatic changes are impacting both the national and state economies. With the rise of automation and artificial intelligence, a recent study predicts that nearly half of the state’s workers hold jobs that are expected to be automated in the future. Future workers are expected to change jobs more frequently, interact with technology more regularly, and learn new and more sophisticated skills to advance careers or keep up with change. Future conditions will favor entrepreneurship and innovation as more commercial activity is customized. For many preK-12 students, securing future jobs will require some type of technical training or education after high school. Each child in Ohio must be prepared for whatever the future might hold.

-MORE DIVERSE STUDENT BODY WITH NUANCED LEARNING NEEDS. Many students face learning inequities, often because of limited access to important education opportunities, such as early learning, effective educators, safe learning environments, strong mentors and career exploration.These, and other resource limitations, can contribute to the state’s achievement gap or the persistent disparity in measures of performance among student groups.The state’s education system is not effectively meeting the needs of specific groups of students, such as African American, Hispanic, English learners (EL), economically disadvantaged and students with disabilities. Ohio’s achievement gap has been evident since the state beg and is aggregating student data more than 15 years ago. At the same time, Ohio’s students are becoming more racially and ethnically diverse. For instance, over a 10-year period, the state’s Hispanic student population doubled. Over that same period, the state’s EL population increased by 85 percent.The learning needs of this population can vary significantly due to differences in a child’s exposure to English and the child’s individual mastery of his or her first language.

-INCREASED STUDENT EXPOSURE TO POVERTY AND SOCIAL STRESSORS. More Ohio students are impacted by poverty and other adverse childhood experiences (ACE).3 Today, approximately 51 percent of Ohio’s total student population is considered economically disadvantaged, an increase of 37 percent in 10 years.The percentage of students considered homeless has more than doubled, while the percentage of students in foster care has increased by more than 50 percent.These increases over the last decade likely reflect a variety of issues in the household, and opioid abuse is front and center. Ohio leads the nation in heroin and synthetic drug overdoses, and the crisis is straining children’s services and education delivery systems.4 Issues at home significantly impact a child in the classroom.

لماذا تم اعلان "كل طفل  (اي طفل ) هم مستقبلنا" في هذا الوقت؟

حوالي ١.٧ مليون طالب وطالبة (تعليم عام ) في ولاية اوهايو يستفيدون من هذه الخطة الاسترتيجية التي وضعت بواسطة مجموعات متنوعه من الشركاء والذين حضروا الاجتماعات بهدف تحديد اكثر الحلول نجاعه لنجاح الطلاب. الظواهر التالية تعطي حجج مقنعه لماذا نحتاج لهذه الخطة.

- الوظائف تتغير باستمرار وتتطلب مجموعات مختلفه من المهارات. 

اشارت دراسة حديثة أن نصف الوظائف في الولاية ستتحول في المستقبل الي آلية (يقوم بها الكمبيوتر). والعامل في المستقبل يتوقع ان يغيير الوظائف بشكل متكرر، يتعامل مع التقنية بشكل دائم، ويتعلم مهارات جديدة واكثر تعقيدا ليتطور وظيفيا او يستمر في عمله، ظروف المستقبل تفضل ريادة الاعمال و الابتكار كااكثر الانشطة التجارية.

- المزيد من التنوع في الطلاب مع  احتياجات تعلم متباينه

عدم المساواة في التعلم، في العادة بسبب انكشاف الطالب المحدود على فرص تربويه مهمة، مثل التعليم المبكر (تعليم ما قبل المرحلة الابتدائية مثل رياض الاطفال او ما قبله ) ، المعلمين الاكفاء، بيئة التعلم الذاتي، الموجهون الاقوياء، الخبرات الوظيفية. هذا الحرمان من هذه الفرص وغيره قد يوحد الفجوة في تحصيل الولاية الدراسي او التفاوت المستمر بين درجات اداء مجموعات الطلاب.  

- زيادة الفقر و الضغوط الاجتماعية

Plan Components

With 134,000 full-time educators serving in 3,600 public schools and educating approximately 1.7 million schoolchildren, education in Ohio is a complex business. Partners identified the plan’s multifaceted components based on potential impact on student success.The whole child is at the center of the plan. Three core principles, four learning domains and 10 priority strategies work together to support the whole child.The state-level vision provides an aspirational guide for students, parents, partners and the education system. One goal represents the state’s annual target.

Supporting the Whole Child

Ohio can only reach success by meeting the needs of the whole child.The time a child spends in school is precious and should ensure all aspects of a child’s well-being are addressed, including the physical, social, emotional and intellectual aspects. Each plan component works harmoniously to support the whole-child approach; however, the three core principles are, perhaps, most critical.That is why they are highlighted across each plan component.Their constant reference ensures those who have a hand in preparing Ohio’s children never lose sight of equity, partnerships and quality schools.

Three Core Principles

EQUITY:

Ohio’s greatest education challenge remains equity in education achievement for each child.The path to equity begins with a deep understanding of the history of discrimination and bias and how it has come to impact current society.This plan renews Ohio’s commitment to creating the learning conditions that ensure each child acquires the knowledge and skills across all four equal learning domains to be successful.

PARTNERSHIPS:

Everyone, not just those in schools, shares the responsibility of preparing children for successful futures.The most important partners are parents and caregivers, who have the greatest impact on a child’s development. Other critical partners include educators, institutions of higher education, business, philanthropy, employers, libraries, social service organizations, community members, health care providers, behavioral health experts and many more. Put simply, partnerships transform the education experience.

QUALITY SCHOOLS: 

Schools are an important destination where many individuals and factors come together to serve the student, including school leaders, teachers, curriculum, instruction, student supports, data analysis and more. Research shows that school leaders have the greatest hand in defining a school’s culture and climate, which significantly affect student learning. A quality school is a place where parents, caregivers, community partners and others interact for the benefit of students. All schools—public and private—play important roles in building Ohio’s future.

مكونات الخطة

عدد التربويين في اوهايو ١٣٤،٠٠٠ تربوي بدوام كامل، يعملون في ٣٦٠٠ مدرسة حكومية في اوهايو لتعليم ١.٧ مليون طالب و طالبة، الطفل الكامل (The Whole Child) هو مرتكز التخطيط،  ثلاث مبادى اساسية (Core Principles)، اربع مجالات تعلم (Learning Domains) ، رؤية الولاية توفر دليل ملهم للطلاب، اولياء امورهم ، و شركائنا و النظام التعليمي. وهدف واحد يمثل ما ترغب الولاية تحقيقه (Target) خلال سنه.

دعم الطفل الكامل (The Whole Child)

تحقق اوهايو النجاح عن طريق تلبية احتياجات الطفل الكامل، فالوقت الذي يمضية الطفل في المدرسة ثمين جدا ويجب ان نضمن أن جميع مجالات التكوين السليم للطفل تم تلبيتها، بما في ذلك النواحي البدنية، الاجتماعية، العاطفية، و الذهنية. كل مكون من مكونات الخطة يعمل بشكل متناغم ليدعم جميع نموذج الطفل الكامل.

 ثلاث مبادي اساسية (Three Core Principles)

المساواة (Equity)

اكبر تحدي تواجهه اوهايو هو المساواة في التحصيل الدراسي لكل طالب.  الخطة تجدد تعهد اوهايو بتهيئة ظروف تعليمية تضمن ان يحصل الطفل بنجاح علي المهارات والمعرفة في جميع مجالات التعلم الاربع.

الشراكة (Partnership)

الجميع ليس فقط المدرسة يتشارك المسئوليه لاعداد الطفل لمستقبل ناجح. اهم شريك هم الوالدان والذين لهم الاثر الاعظم في نمو الطفل.

المدارس ذات الجودة العالية (Quality Schools)

تعتبر المدرسة هي الوجهة الاهم لكثير من الافراد والعوامل لخدمة الطالب، بما فيهم مدراء المدارس، المعلمين ، المنهج ، التدريس، دعم الطالب، تحليل المعلومات، واكثر. اوضحت الدراسات أن مدير المدرسة له اليد العليا في صياغة بيئة المدرسة وثقافتها. والتي تؤثر بشكل واضح علي تعلم الطلاب. جميع المدارس لها دور كبير في بناء مستقبل اوهايو.

Vision

Ohio’s aspirational state-level vision for preK-12 education:

In Ohio, each child is challenged to discover and learn, prepared to pursue a fulfilling post-high school path and empowered to become a resilient ,lifelong learner who contributes to society.

EQUITY: Use of the phrase each child is intentional. It emphasizes the importance of equity, which is this plan’s greatest imperative and number one principle.

PARTNERSHIPS: Challenging, preparing and empowering students is a community-wide effort. Partners represent the collective action needed to support each child and increase the likelihood of student success.

QUALITY SCHOOLS: This state-level vision is realized locally in each school. Many schools and districts have completed local strategic plans that seek a similar aim.This state-level vision ensures everyone is moving in the same direction and can help amplify the good work already underway across many districts.

الرؤية

في اوهايو، كل طفل يتم تحديه ( يحفز ) ليكتشف و يتعلم ويعد لما بعد المرحلة الثانوية وتمكينه (تزويدة بالمهارات والمعرفة  ) ليصبح قابل مدي الحياة للتعلم ويساهم في المجتمع. 

One Goal

The vision sets a direction for the state’s education system and its partners. The aligned goal reflects student success one year after completing a high-quality and supportive preK-12 education experience: Ohio will increase annually the percentage of its high school graduates who, one year after graduation, are: Enrolled and succeeding in a post-high school learning experience, including an adult career-technical education program, an apprenticeship and/or a two-year or four-year college program; Serving in a military branch; Earning a living wage; or Engaged in a meaningful, self-sustaining vocation.

EQUITY: There are many paths to success, and each child is capable of succeeding on one or more pathways. Appropriate supports must be made available so personal and social circumstances do not prohibit a child from reaching his or her greatest aspiration.The education system and its partners can help each student find the right path to success.

PARTNERSHIPS: Partners share the responsibility of helping students explore and imagine their futures. Given the growing social challenges that many Ohioans face—particularly the opioid crisis and other social stressors—innovative partnerships and targeted supports, both in and out of school, are essential to creating hope for students and their families.

QUALITY SCHOOLS: The entire school must commit to educating and supporting students so they acquire the knowledge and skills needed for future success.Those working inside and outside of the school should have a shared definition of future success. A shared understanding will help each child reach his or her goal.

هدف واحد

الرؤية تحدد مسار النظام التعليمي في الولاية و شركائه. الهدف المرتبط بها يعكس نجاح الطلاب في سنه بعد انهاء خبرات تعليمية ذات جودة عالية ومشجعه. ستزيد اوهايو من نسبة عدد الطلاب المتخرجين الذين بعد مرور عام من تخرجهم نجحوا في تجربتهم الدراسية بعد الثانوية او الذين بعد مرور عام ناجحون في عملهم الخاص او لدي رب عمل .

Four Equal Learning Domains

Achieving Ohio’s goal depends on a high-functioning, responsive preK-12 system that is attuned to external factors that affect student learning—including family and social trends and economic and job realities. As a first step in a long-term journey to create a responsive preK-12 system, Ohio partners identified four equal learning domains that contribute to the holistic success of each child.These include foundational knowledge and skills, well-rounded content, leadership and reasoning skills andsocial-emotional learning.The four equal learning domains challenge, prepare and empower students for success beyond high school by giving them tools to become resilient, lifelong learners.

FOUNDATIONAL KNOWLEDGE AND SKILLS—To be successful in Ohio’s ever-changing economy, students must be equipped with foundational knowledge and skills that support lifelong learning. Each child must know how to critically read, write, work with numbers and leverage technology to maximize access to future learning experiences

WELL-ROUNDED CONTENT— Beyond foundational knowledge and skills, students need exposure to a broader range of subjects and disciplines.These include social studies, science, world languages, arts, health, physical education and career- technical education fields, among others.The exploration of these disciplines helps students identify their passions and aspirations, as well as enables them to discover connections and relationships among ideas and concepts.

LEADERSHIP AND REASONING SKILLS—Future success will not depend just on academic content knowledge. It will require students to exhibit leadership skills. Among other things, leadership includes learning from mistakes and improving for the future, listening to others and working to achieve a common goal and giving and receiving feedback. Reasoning skills are important too. Reasoning means that students know how to draw on multiple disciplines to synthesize information, develop creative solutions and generate new ideas. Specific reasoning skills include critical thinking, problem-solving, design and computational thinking, information evaluation and data analytics. Life skills come hand in hand with reasoning.These skills will serve students well in any postsecondary path.

SOCIAL-EMOTIONAL LEARNING—Life is a shared journey. Research shows that being a part of a community improves life satisfaction and health.8 Living as part of a community involves understanding the importance of social interaction and personal feelings. Social-emotional learning includes competencies like self-awareness, self-management, social awareness, collaboration, empathy, relationship skills and responsible decision-making.The elements of social-emotional learning give children the tools to become resilient and persistent in life.

EQUITY: The four equal learning domains support each child in mastering knowledge and skills essential for future success.The learning domain approach recognizes that each child starts from a different place and targeted supports and personalized learning accelerate success.

PARTNERSHIPS: The four equal learning domains are enriched when educators and school staff work with community and business partners to expose students to real-world experiences. Deliberately focusing on the four equal learning domains promotes a greater understanding among partners and results in greater impact.

QUALITY SCHOOLS: Reaching each child will require educators to commit tocontinuous improvement and collaborate to holistically identify each child’s needs. A school’s entire capacity—including its climate and culture and instructional and student supports—must exercise flexibility and adaptability to have the greatest impact.

اربع مجالات للتعلم متساوية (Four Equal Learning Domains)

تحقيق هدف اوهايو يعتمد علي نظام تعليم عام متجاوب و عالي الاداء يتناغم مع العوامل التي تؤثر على تعلم الطالب بما في ذلك رغبات العائلة و المجتمع، ووضع الوظائف و الاقتصاد. ولتحقيق ذلك وضعت اوهايو اربع مجالات للتعلم تساهم في النجاح الكلي لكل طالب، وهي (كما في الصورة):

- المعرفة والمهارات الاساسية . (FOUNDATIONAL KNOWLEDGE AND SKILLS) 

- المحتوى المتكامل. (WELL-ROUNDED CONTENT)

- مهارات القيادة و التفكير. (LEADERSHIP AND REASONING SKILLS)

- التعلم الاجتماعي و العاطفي. ( SOCIAL EMOTIONAL LEARNING ) 

- المعارف والمهارات الاساسية . (FOUNDATIONAL KNOWLEDGE AND SKILLS)

لينجح الطالب في اقتصاد اوهايو المتغير الطالب يجب أن يكون متسلح بالمعارف والمهارات الاساسية  والتي تدعم التعلم المستمر. كل طالب يجب ان يتعلم كيف يقرا ويكتب ويتعامل مع الارقام بتفكير ناقد و يستفيد من التكنولوجيا الي اقصي مدى للوصول الي الخبرات التعلمية في المستقبل. 

- المحتوى المتكامل. (WELL-ROUNDED CONTENT)

متجاوزاً المعارف والمهارات الاساسية الطالب يحتاج الي أن يكتشف نطاق عريض من المواد و التخصصات، تتضمن الدراسات الاجتماعية، العلوم، اللغات العالمية، الفنون، الصحة، التربية البدنية، مجالات التعليم المهني. التعرض لهذه المواد والتخصصات يساعد الطالب علي تحديد شغفه و طموحه، ومما يمكنه من اكتشاف الروابط والعلاقات بين الافكار و المفاهيم.  

- مهارات القيادة و التفكير. (LEADERSHIP AND REASONING SKILLS)

النجاح في المستقبل لن يعتمد فقط علي المحتوي المعرفي الاكاديمي. بل سيتطلب من الطلاب أن يستعرضوا مهاراتهم القيادية. ومن ضمن العديد من الاشياء، القيادة تتضمن مهارة التعلم من الاخطاء و تطوير المستقبل، الاستماع للاخرين و العمل لتحقيق هدف مشترك، و تقديم وطلب التغذية الراجعه. مهارات التفكير مهمة ايضا. التفكير يعني ان الطلاب يعرفون كيف يحصلون علي المعلومة من خلال الاعتماد علي اكثر من تخصص، ويطورون حلول ابداعية ويولدون افكار جديدة.   مهارات محددة في التفكير تتضمن التفكير الناقد و حل المشكلات و تصميم و حوسبة التفكير و تقويم المعلومات و تحليل البيانات، مهارات الحياة المعززة بالتفكير ستساعد الطلاب في رحلتهم في الحياة بعد انهائهم المرحلة الثانوية.

- التعلم الاجتماعي و العاطفي. ( SOCIAL EMOTIONAL LEARNING ) 

الحياة رحلة شراكة، الابحاث اوضحت ان الانتماء لمجتمع يحسن الرضا عن الحياة والصحة (Life Satisfaction and Health ). العيش كجزء من المجتمع يتطلب فهم اهمية التفاعل الاجتماعي و المشاعر الشخصية. التعلم الاجتماعي والعاطفي يتضمن  الكفايات (المهارات) مثل الوعي الذاتي  (self-awareness)، ادارة الذات (self-management)، الوعي الاجتماعي (social awareness)، التعاون (collaboration)، التعاطف (empathy) . مهارات العلاقة و اتخاذ القرار المنطقي. مكونات التعلم الاجتماعي و العاطفي يعطي الاطفال الادوات ليصبحوا اشخاص مثابرين و مرنين في الحياة. 

10 Priority Strategies

With an eye toward creating a responsive system that supports students, partners identified a set

of strategies that collectively support and operationalize the vision, goal and four equal learning domains. The strategies are organized by the five workgroups that represent key elements of an education experience: Excellent Educators  and Instructional Practices; Standards, Assessments and Accountability; Student Supports and School Climate and Culture; Early Learning and Literacy; and High School Success and Postsecondary Connections.The plan applies the three core principles to each of the five key elements.

Excellent Educators and Instructional Practices

Competent, caring teachers are the single greatest contributor to a child’s success in school. Principals are a close second.10 Effective principals know how to inspire teachers, serve as instructional leaders and transform a school’s culture. Excellent educators use high-quality, culturally-responsive instructional practices to enhance each child’s learning experience. A responsive preK-12 education system has a highly effective teacher in every classroom and a highly effective leader at the helm of every school.The following three strategies are aimed at producing highly effective teachers and leaders who are supported by the best instructional supports.

STRATEGY 1

Increase the supply of highly effective teachers and leaders and provide supports to ensure they are effective or highly effective.

A steady stream of highly effective new teachers is necessary to educate Ohio’s increasingly diverse body of students who have nuanced learning needs. Although Ohio has many teacher preparation programs, national indicators signal that the supply of teachers might be decreasing. In the face

of this looming shortage, today’s classrooms present increasingly complex challenges for current

and new teachers. More children enter Ohio’s classrooms with exposure to trauma. Changing state demographics mean that children and families bring greater cultural diversity into the classroom. As a result, more children need personalized learning and differentiated instruction that is culturally relevant. Ultimately, teachers need school leaders who understand how to create and sustain an environment where all students—and all caring, committed adults—grow and learn.

To ensure a steady talent pool of highly effective teachers and leaders, efforts will be needed at the state level to address the educator career continuum. Illustrated below, the continuum begins when a prospective teacher candidate enters an educator preparation program. It ends when an educator retires or exits the system. Growing and attracting excellent candidates: In conjunction with key educator stakeholder groups, Ohio and its partners can take steps to attract more individuals to the teaching profession. Low morale, limited compensation and other issues have discouraged individuals from becoming teachers. At the same time, many educators are motivated and impassioned by positively touching the lives of children, and jobs in education are among the most stable in the economy. Ohio can address its equity issues by taking actions to recruit more teachers. Each child should have access to an effective teacher. All too often, struggling students are not served by the most effective teachers.Targeted supports and approaches can help overcome these inequities. Ohio’s federally required Teacher Equity Plan is making a difference.

The state also could support school and district efforts to groom prospective teacher candidates to stay in their communities and teach in their local schools. Many regions across Ohio have created and applied “grow your own” programs. The programs expose local candidates to the teaching profession at a young age and recruit them back to teach after they earn initial licensure.This strategy has been effectively used to recruit individuals from under-represented groups. Strengthening and refining teacher preparation: In collaboration with colleges of education and teacher preparation programs, Ohio could improve preservice training and individualized preservice supports. Examples include requiring clinical experiences be a minimum of one year and sharpening the focus

of preparation programs to better address differentiation, instructional practices (including trauma- informed practices), cultural relevancy and student supports. Ohio’s Resident Educator Program, regarded as a national model, provides additional early-service supports to teachers as they aspire

to full licensure.The Ohio Department of Higher Education prepares the Ohio Educator Performance Reports on an annual basis.The report can be used even more to inform and enhance teacher preparation practices. Leveraging alternative preparation programs: In the face of a looming educator shortage, state- and federally approved alternative teacher preparation programs can help expand the talent pool. Some of the best alternative programs apply rigorous selection processes, emphasize personalized preservice training and deliver in-service supports that continue once the teacher is assigned to the classroom

عشر استراتيجيات لها الاولوية:

الاسترتيجية الاولى: تزويد المدارس بالمعلمين و القادة الاكفاء وتقديم الدعم لهم. 

دعم المدارس المستمر بالمعلمين الجدد عاليين الكفأة ضروري جدا لتلبية احتياجات الطلاب التعليمية المتنوعه. علي الرغم من أن اوهايو لديها العديد من البرامج لاعداد المعلمين الا ان المؤشرات تدل علي تناقص في اعداد المعلمين . مع هذا التناقص فالمعلمين الجدد يواجهون تحديات كثيرة داخل الفصل . 

STRATEGY 2

Support every principal to be highly effective—especially those leading schools that serve the neediest children

Successful school leaders create the conditions necessary for teachers to excel and students to succeed. They provide clear direction, analyze data, visit classrooms, transform building culture, review school and system goals and cultivate an environment of continuous learning that engages teachers in their professional learning at every step of the way. However, identifying and developing effective leaders is no easy task. Finalizing new principal standards and refining the preparation process: To help, Ohio is revising its Standards for Principals.These define what principals need to know and be able to do and emphasize a leader’s role in building a collaborative learning culture for students and caring, committed adults. The newly revised standards will drive improvements to principal preparation programs and the state’s principal evaluation system. Supporting school leaders: In turn, the state should provide additional technical assistance to help in-service principals build capacity and hone their skills.To that end, Ohio increased its support for principal mentorship programs that pair new and seasoned principals together.The experienced principal provides ongoing counsel and support.The program helps new principals provide high- quality, actionable feedback to teachers. It also helps them creatively manage school schedules so that teachers can collaborate, reflect, adjust lessons and practice new approaches. Supporting leader recruitment: The state can work with educational service centers and other education intermediaries to offer technical assistance aimed at helping schools and districts identify candidates who are likely to become effective principals.

الاستراتيجية الثانية: دعم المدراء ليكونوا ذوي كفاءة عالية - خصوصا الذين يقودون المدارس التي تخدم الطلاب الاكثر احتياجا

مدراء المدارس الناجحون يوفرون الظروف اللازمة للمعلمين لكي يتميزون والطلاب حتى ينجحون، يقومون باعطاء توجيهات واضحة ويحللون البيانات، يزورون الفصول، يحولون الثقافة في المدرسة، يراجعون اهداف النظام والمدرسة و يزرعون بيئة للتعلم المستمر حيث يندمج المعلمون في تعلمهم المهني في كل خطوة. علي كل حال، تعيين و تنمية القائد الكفء ليست مهمة سهلة، هناك معايير جديدة للمدراء ستصدر قريبا.  

STRATEGY 3
Improve targeted supports and professional learning so teachers can deliver excellent instruction today, tomorrow and throughout their careers

As Ohio shifts to recognize the importance of all four equal learning domains, educators need to implement instructional practices that reflect and maximize a student’s understanding of those domains. The most effective instructional practices are personalized, culturally relevant and directly engage the student in the experience.

Sharing best practices: At the state level, steps can be taken to share and disseminate instructional best practices with teachers.These could include curriculum, instructional approaches and materials that are informed by research, the school’s individual needs, local community standards, student composition and teacher capacity. Educators also should have access to options for delivering the best digital and personalized learning (building on the Future Ready Framework). Such options might include project-and case-based learning, STEM and STEAM (science, technology, engineering, the arts and math) or other similar instructional techniques that challenge students to solve problems creatively through an integrated approach to learning.To effectively teach, educators must know how to individualize and differentiate instruction to meet the learning needs of students with disabilities, students of all cultures, English learners and gifted students.

Standards, Assessments and Accountability

A high-quality, responsive education system includes a clear definition for what students should know and be able to do (standards), balanced ways to gauge achievement and system performance (assessments) and feedback mechanisms that identify strengths and weaknesses and support continuous improvement (accountability). In 2001, Ohio was one of the first states in the nation to implement an aligned set of standards, assessments and accountability.These elements now enable Ohio to clearly define student expectations, measure those expectations and use performance data to improve student learning opportunities. In service of equity, Ohio must continue to maintain academically challenging expectations for each child. Likewise, the state could better define expectations for social-emotional learning and leadership and reasoning.The more students increase their knowledge and master skills of all varieties, the more likely they are to succeed.

الاسترتيجية الثالثة: تحسين الدعم الموجه للمعلمين و نموهم المهمني ليكونوا قادرين على تقديم تعليم متميز اليوم، غدا ، وخلال سنوات خدمتهم المقبلة.

 لان الولاية تحولت الي ادراك اهمية مجالات التعليم الاربعه فإن المعلمين يحتاجون الي تطوير ممارساتهم التدريسية لتنعكس علي زيادة فهم الطالب لهذه المجالات. افضل الممارسات المهنية هي ممارسات تفرد تعليم الطالب وملائمه ثقافيا و تدمج الطالب في الخبرات.  

مشاركة الممارسات التعليمية المتميزة:

على مستوى الولاية  هناك طرق لمشاركة ونشر افضل الممارسات التعليمية بين المعلمين، هذا قد يتضمن المنهج و طرق التدريس و احتياجات افراد المدرسة ، معايير المجتمع المحلي، تكوين الطالب و قدرة المعلم. المعلم كذلك يجب ان يكون لديه خيارات لتقديم افضل التعلم التقني و الشخصي  هذه الخيارات مثل ، التعليم بناء علي المشاريع و STEM  (علوم S , تقنية T ، هندسة E ، رياضيات M)، ويضاف لها الفن  A لتصبح  STEAM . او تكنيكات تدريس مشابهة تتحدي الطلاب ان يحلوا مشاكل بطريقة ابداعية من خلال طريقة متكاملة للتعلم. 

المعايير ، التقييم و المحاسبة

النظام التعليمي ذو الجودة العالية يتضمن تعريف واضح لما يجب أن يعرفه الطالب وما يمكنه ان يعمل (معايير)، طرق متوازنه لقياس الانجاز و اداء النظام (التقييم) و الية التغذية الراجعة التي تحدد نقاط القوة والضعف و تدعم التطوير المستمر (المسألة). في عام ٢٠٠١ كانت اوهايو من اوئل الولايات في الدولة التي طبقت مجموعه من المعايير، والتقييم والمحاسبة. هذه العناصر تمكن الولاية آن تعرف بوضوح ماذا تتوقع لتعلم الطالب و تقيس هذه التوقعات و تستخدم بيانات الاداء لتحسين تعلم الطلاب. 

STRATEGY 4
Identify clear learning standards and guidelines that reflect all four equal learning domains.

The four equal learning domains are a broad representation of what Ohio wants students to know

and be able to do beyond the traditional academic subjects. For a long time, Ohio has had standards focused on the foundational knowledge and skills and well-rounded content learning domains. In these two learning domains, the state engages a mix of Ohio-based educators and experts to review and revise the standards. Developing standards that reflect social-emotional learning and leadership and reasoning skills domains: State-level steps should be taken to engage educators, employers and experts in the development of standards and guidelines for what students should be able to demonstrate in the learning domains of leadership and reasoning and social-emotional learning. While many students have acquired such skills as part of their school experiences, it is necessary to become more explicit and deliberate about these domains. Doing this ensures educators and partners across the state share a common language and understanding. It also promotes the sharing of resources, research, strategies and technical assistance. Ohio currently has social-emotional learning standards for birth through grade 3.To build on these, the Ohio Department of Education commissioned a Social-Emotional Learning Standards Advisory Group to recommend social-emotional learning standards or competencies for the entire preK-12 continuum.

الاستراتيجية الرابعة: تحديد معايير التعلم والقواعد الارشادية والتي تعكس مجالات التعلم الاربع بالتساوي

STRATEGY 5
Move toward a varied system of assessments to appropriately gauge the four equal learning domains and allow students to demonstrate competency and mastery in ways beyond state standardized tests

Ohio’s current assessment system (broadly defined as how the state measures a student’s acquisition of knowledge and skills, aligned to the state’s standards, to provide information and feedback to students, families, communities, schools and districts) primarily uses standardized tests in a few academic content areas to gauge student and system performance. Ohio also uses an assessment of kindergarten readiness and supports districts in using assessment tools to diagnose or gain understanding at important points in preK-12 education (most notably, third-grade reading). Identifying robust and diverse ways to measure performance: Embracing the four equal learning domains will inspire the state to explore innovative approaches to assessments that go beyond academic content, particularly in the leadership and reasoning and social-emotional learning domains. Skills and dispositions in these two learning domains can be observed by individuals trained to do so. A handful of schools in Ohio already have worked with community partners—including employers and business leaders—to develop rubrics that gauge mastery of concepts in these learning domains.

Ohio needs to address challenges related to a reliance on standardized assessments in academic content areas, especially in high-stakes situations. Students should have multiple ways to demonstrate what they know and are able to do.The State Board of Education recognizes this point and is examining the use of alternative tools as validated, reliable methods to assess knowledge. Such tools might include student portfolios, capstone projects, presentations or performance-based assessments.

 Moving toward a balanced kindergarten readiness assessment:The Ohio Department of Education

also can move toward a balanced kindergarten readiness assessment that provides useful information about kindergarten readiness, is attentive to implementation barriers and recognizes test administration issues. Information from the kindergarten readiness assessment helps the state gauge the quality and effectiveness of early childhood education initiatives.The current assessment measures competencies beyond academics. At the same time, it is sometimes considered challenging to implement. The Department convened an advisory group to facilitate a more balanced approach to this tool.

الاستراتيجية الخامسة: التحول نحو نظام متعدد التقويم ليقيش الاربع مجالات للتعلم و يسمح باظهار الجدارة و الاتقان بطرق لا تتجاوز الاختبارات المعيارية.  

STRATEGY 6
Refine the state’s accountability system to be a fairer, more meaningful process that reflects all four equal learning domains

The purpose of Ohio’s accountability system is to gauge performance of state-, district- and school- level education systems and to identify areas that need improvement so each student is on a path to success. Feedback from the education field suggests the system should be modified to include a more robust and balanced set of reporting measures. A committee of State Board of Education members and external stakeholders is examining closely the state’s report card consistent with this strategy, with recommendations developed in July 2018.There are likely to be short-term changes, as well as recommendations for longer-term improvements. Identifying measurements and providing information to gauge progress: As Ohio shifts its system of standards, assessments and accountability to value all four equal learning domains, it will need to modify and enhance how it provides feedback across all the domains—especially leadership and reasoning skills and social-emotional learning.

Student Supports and School Climate and Culture Each child has needs that must be met to ensure he or she is excited and ready to learn and grow. Children face various circumstances and life experiences that can impact their success in school. Research shows that multiple adverse childhood experiences (ACEs) result in significant harm to a child’s development, often impairing social, emotional and cognitive development and later resulting in health-risk behaviors. A responsive education system committed to equity in education is one that successfully partners with families and community members to identify and address the needs of each child.

الاسترتيجية السادسة: تحسين نظام المحاسبة ليكون اكثر عدالة، ويعكس بطريقة ذات معني جميع مجالات التعلم الاربع.  

STRATEGY 7
Work together with parents, caregivers and community partners to help schools meet the needs of the whole child.

Ideally, each child’s basic needs (for example, safety, social belonging, self-esteem and self-actualiza- tion) must be met to enable deeper learning. Unless the whole child is considered and supported, the conditions for learning are less than optimal. Adopting a whole-child model for meeting a child’s needs:Through this plan, Ohio aspires to support aspects of the whole-child approach,12 which include:

Healthy: Each student enters school healthy and learns about and practices a healthy lifestyle;

Safe (physically and emotionally): Each student learns in an environment that is physically and emotionally safe;

Engaged: Each student is engaged in learning and is connected to the school and broader community;

Supported: Each student has access to personalized learning, along with other necessary resources, and is supported by qualified, caring and committed adults; and

Challenged: Each student is challenged academically and prepared for success.

Providing training and raising awareness: Meeting the needs of the whole child starts with parents and caregivers, who may need supports to identify and address their children’s needs. Additionally, caring, committed adults who work with students, particularly educators, should be trained to enable the whole-child approach. Ohio and its education stakeholders can identify, curate and share resources aimed at increasing awareness and understanding of how to identify and address student needs. The state also could provide aligned technical assistance.This includes techniques that foster social- emotional learning and promote effective trauma-informed practices.Training and development also must emphasize the importance of cultural competency and culturally sensitive approaches that have the greatest impact on students. Identifying, disseminating and supporting effective school practices: Creating the culture and conditions that recognize the whole-child approach means each child feels supported by caring, committed adults and empathetic peers.The community that comprises a school must establish norms and expectations for behaviors that are applied consistently and owned by students and staff alike. Establishing a sense of belonging and collective accountability among students and staff is key to a safe and healthy school culture. Restorative practices are effective tools for building community. Ohio already developed school climate guidelines and anti-harassment and bullying guidelines, including the implementation of Positive Behavioral Interventions and Supports (PBIS).To build on this work, the State Board of Education convened an advisory group to develop best practices for social, emotional, mental and behavioral wellness education for students. Ohio can identify and share best practices and effective techniques.This will increase the capacity for caring, committed adults to respond quickly and consistently to troubling behaviors and signs of distress. Across the state, there are examples where health care providers (including those addressing dental and optical needs), behavioral health providers, after-school program operators, libraries, businesses, philanthropy and other local government and community organizations are collaborating to meet students’ needs. Capitalizing on this momentum, the state should provide guidance and make connections within communities to further expand on these initiatives.To that end, Ohio already implemented a School-Based Health Care SupportToolkit to support the expansion of school-based health care activities around the state. More opportunities like these are needed.

Early Learning and Literacy

Each child must have access to early learning experiences that are rooted in brain- development research and lead to kindergarten readiness. The research is clear: prenatal through third-grade experiences profoundly shape brain development. Without the ability to master fundamental language concepts, students likely will struggle in other learning areas. Furthermore, literacy skills must be a focal point throughout each child’s academic experience—from birth to high school graduation.This plan seeks to ensure that each child has the early learning and literacy foundation to succeed by age 8.

الاسترتيجية السابعة : العمل مع الابوان والشركاء في المجتمع لمساعدة المدارس في تحقيق احتياجات الطالب المتكاملة. 

STRATEGY 8
Promote the importance of early learning and expand access to quality early learning experiences.

Ohio has a track record of focusing on early learning, but more needs to be done. Basic structures are in place to promote program collaboration, expand services as resources become available and ensure quality through the state’s Step Up To Quality program. At the same time, Ohio’s system needs to better communicate the importance of expanding quality early learning experiences, supporting parents and caregivers, and streamlining regulatory and service systems. Promoting clear, consistent messages:The Ohio Department of Education is well positioned to work with the other five state agencies (Ohio Departments of Job and Family Services, Medicaid, Developmental Disabilities, Health and Mental Health & Addiction Services) and other partners that serve young children and their families to develop clear, common, research-based and culturally sensitive messages.These messages should communicate the importance of brain development, social- emotional learning, language development and foundational learning skills. All these state agencies and their partners should be held mutually accountable for ensuring this message is consistent and has a positive impact on parents and caregivers. Streamlining regulatory functions: Six state agencies (refer to list above) and the federal government (through Head Start) serve young children and their families. Each embrace a similar goal: to improve outcomes for children from birth through third grade so they are on track for a life filled with learning. However, the agencies apply a variety of requirements and approaches when serving Ohio’s children and families. Parents and caregivers could be better informed if the six state agencies coordinate, align and implement programs consistently. Coordinating early learning research and information:To bolster the message and share relevant

and evidence-based resources, the Ohio Department of Education can create an easily accessible clearinghouse for early childhood research, resources, evidence-based strategies and data.To be effective, the clearinghouse will need to customize information for specific audiences—parents and caregivers, learning providers, libraries, community organizations and faith-based organizations.This clearinghouse also will need to catalogue and disseminate resources aligned to Ohio’s Birth through Kindergarten Early Learning and Development Standards, Ohio’s Learning Standards K-3, Ohio’s Learning Standards for English Language Arts and Ohio’s Plan to Raise Literacy Achievement. The clearinghouse can support program and school-based teams (birth to third-grade teachers, support specialists and administrators) by providing universal and targeted instruction and resources for educators and families based on effective early learning, language and literacy development practices.

الاستراتيجية الثامنة: تعزيز اهمية التعلم المبكر و زيادة تسجيل الطلاب في رياض الاطفال. 

STRATEGY 9
Develop literacy skills across all ages, grades and subjects

Frederick Douglass said, “Once you learn to read, you will be forever free.” The more literate an individual, the more capable he or she is of reaching education and career aspirations. One might

say literacy is equity. Building on Ohio’s Plan to Raise Literacy Achievement, this strategy pushes

Ohio to help each child master essential literacy skills. Ohio must continue to support its youngest learners, while simultaneously launching targeted supports for middle and high school students, when necessary.Too many students in Ohio lack the literacy skills needed to advance and graduate. Building capacity for effective literacy instruction:To do this, the state must help build the capacity of educators, as well as that of other partners like parents and caregivers, after-school programs and community organizations, to implement research-supported language and literacy development instructional practices. Again, this work should build on Ohio’s Plan to Raise Literacy Achievement.

Professional development and technical assistance tied to research-based language and literacy development instructional practices are key to building capacity. Also, literacy skills development

needs to be a shared responsibility that cuts across all grade levels and subject areas. In other words, teachers of key academic subjects should be equipped to help students develop literacy skills using those subjects (e.g., content-specific vocabulary and comprehension skills). Even the youngest students should be supported in their literacy achievement through context-related experiences that build content-based vocabulary and other subject knowledge.

High School Success and Postsecondary Connections

In high school, each child should see the relevance of his or her learning, be exposed to practical, real-world work settings and begin to define his or her future. High schools set the stage for a student’s future success. As students grow and mature, most begin to see they are becoming responsible for their own lives. Unfortunately, many students struggle with the transition that comes after high school. Some do not graduate from high school. Others leave their postsecondary experiences before crossing the finish line to a credential, certificate or degree.Those who go straight into the workforce often lack the skills and dispositions required for success. Strategy 10 seeks to change this by maximizing the high school experience

الاستراتيجية التاسعة: تحسين مهارات القراءة لجميع الاعمار و المراحل الدراسية و المواد الدراسية.

STRATEGY 10
Ensure high school inspires students to identify paths to future success, and give students multiple ways to demonstrate the knowledge, skills and dispositions necessary for high school graduation and beyond.

Too often, high school reflects a checklist of classes, extracurriculars, test scores and experiences

that leave some students wondering and wandering. Ohio has many great high schools, including its career-technical education centers. Students in these schools learn through career exploration.They take college courses.They receive personalized and customized learning that synchronizes with their passions and interests.They move outside the boundaries of the school building into work-based experiences. Students engage and manage their own learning. Ohio needs more high schools like this.

Focusing on careers: Choosing a “path” does not mean that a student makes a career choice that cannot change. It means gauging a student’s interests and passions, based on what a student enjoys and is good at, and identifying aligned fields that might interest the student. Giving each student

an opportunity to focus on careers will require teachers, staff and partners to understand career exploration. It also means that, when possible, instruction should be infused with connections to careers so that students can see the relevance of what they learn. Some high schools apply a career theme across the entire school.

Advancing successful models: There are many models of redesigned middle and high schools that can contribute to a more successful learning environment. Ohio has early college high schools, STEM and STEAM schools, project-based learning high schools, expeditionary learning high schools, Advanced Placement (AP) and International Baccalaureate (IB) programs, global awareness high schools and more.The Department should collaborate with key stakeholders to help identify and disseminate models for high school that can be used to inspire transformation.

Expanding work-based learning experiences: Helping students connect to business is key to high school improvement. Students who participate in work-based learning gain valuable, relevant skills and often can discern whether particular professions are a good fit.They gain insight from business mentors who can help them achieve a deeper understanding of various career areas. Many of Ohio’s innovative high school principals have established partnerships with local businesses to enrich students’ experiences.

Honoring and promoting career-technical education: Career-technical education continues to face a stigma, which harms student opportunity. Ohio needs to tackle this cultural bias head on. Students who enroll in career-technical education programs and earn industry credentials are poised to directly enter the workplace or go on to two-year or four-year colleges—whatever they may choose.

Expanding paths to graduation: Ohio can help schools formulate student-focused plans to ensure that graduates possess the habits and dispositions necessary for success after high school (refer to the Possible Attributes of a High School Graduate framework in the Appendix). The following suggestions could inform such plans:

- Emphasize equity and access;

- Start early to identify career and postsecondary aspirations and counsel students how best to stay on a path to excellence;

- Push and challenge students to reach rigorous levels of knowledge and skill acquisition;

- Identify learning options—including career-technical experiences, work-based learning, project-based or case-based learning approaches and others—most appropriate for students’ success;

-Validly, reliably and consistently measure how students demonstrate competency and mastery;

-Use rubrics to gauge student progress and assess performance;

-Consider a robust portfolio of measures, including end-of-course, ACT/SAT and demonstration-based measures (for example, capstone projects); and Expose students to relevant concepts and work-based, experiential learning.

الاستراتيجية العاشرة: التأكد من أن المدرسة الثانوية تلهم الطلاب لتحديد الطرق للنجاح في المستقبل، وإعطاء الطلاب طرقًا متعددة لإظهار المعرفة والمهارات اللازمة للتخرج من المدرسة الثانوية وما بعدها.

Implementing Each Child, Our Future

This plan is the first step in a journey.The real work, and the biggest challenge, is to follow through with meaningful implementation.The same principles that guided the development of the strategic plan will steer implementation, and Ohio Department of Education leaders commit to the following principles: 

USE A PARTNERSHIP-BASED APPROACH. Implementation is stronger when carried out collaboratively by stakeholders.The State Board and Department employed a partnership-based approach to develop Each Child, Our Future, and it proved an effective way to garner stakeholder investment. Going forward, the Department will continue to convene partners—including parents, caregivers, students, educators, higher education representatives, business and philanthropy leaders, state legislators and others—to collectively develop action plans aimed at implementing the plan components, especially the 10 strategies. When possible, these action plans will build on work already underway. For instance, the Department recently commenced several advisory groups focused on refining the state’s accountability system (refer to Strategy 6) and identifying future graduation requirements (refer to Strategy 10). Some implementation actions could happen quickly, while others may take more time. Some can occur as part of the Department’s regular course of activity, and others might require law or rule changes.

EMPHASIZE SUPPORT SERVICES MORETHAN COMPLIANCE.This strategic plan presents

an exciting opportunity to reshape the work of the Department.The plan will lead to some agency restructuring, guided by the question, “How can the Department provide the best possible supports to schools, districts and educators so they are best positioned to challenge, prepare and empower each child in Ohio?” Ultimately, the objective is to align efforts across the agency in a coherent way that supports schools, districts and educators for success. Of course, compliance is not going away.There are still important compliance-related obligations that must be met, but those will not be the driving focus of the agency.

USE DATA TO INFORM IMPROVEMENT. The Department will pursue data sources and data-sharing agreements that will be used to establish a baseline for the plan’s stated goal. In addition, new data collection may be needed. Caution should be exercised when considering new data collection sources and methods to avoid adding unnecessary burdens and to protect student privacy.The Department will work closely with other state agencies and national data organizations to identify appropriate data sources.The Department also will establish intermediate progress indicators that gauge the extent to which the education system and students are on track to meeting the goal. Ideally, Ohio would have interim measures at various points over the course of a student’s educational experience (preschool, elementary grades, middle grades, high school grades) that show progress and accomplishment. In some cases, the state can rely on traditional measures of proficiency in certain content areas, but such measures are not sufficiently robust in terms of what this plan promotes. At the same time, leaders recognize it will take time to fully develop meaningful and appropriate metrics that speak to all plan dimensions, especially the four equal learning domains.

ACKNOWLEDGE THAT ONE SIZE DOES NOT FIT ALL. This plan was not developed to be a prescriptive mandate.The intent is to inspire and inform discussions about what is happening in schools each day. It is meant to support action in the name of continuous improvement. It is meant to bring schools and districts together to address shared needs and challenges and identify multiple approaches to achieving excellence.This plan embraces the idea that there is no one-size-fits-all approach.

ENGAGE KEY STATE-LEVEL PARTNERS. The State Board and Department will continue to work with the governor, state legislature, key policy influencers and other stakeholders.

UNDERSTAND THAT SUCCESS RELIES ON LEADERSHIP OF LOCAL SCHOOLS AND DISTRICTS.

Just as the State Board and Department committed to the previously stated implementation principles, local school leaders and educators should review the following questions as they consider how this plan might impact their work. Are we working in our community to explore ways to increase access to quality early childhood experiences? Do we have strong relationships with early childhood providers whose students will be in our classrooms?

Have we addressed issues of teacher excellence including recruitment, induction, feedback, professional development and retention? Have we addressed issues of academic rigor, quality instructional practices, excellent curriculum and the four equal learning domains? Have we addressed challenges we may face with school climate and culture? Have we developed effective partnerships with the broad range of partners who could support student success? Do we have a clear understanding of what we are striving for—and, if not, where can we go to see it? Have we thought about and developed our own continuous improvement action plan for addressing areas described in this plan? Are we committed to the plan and working to implement it? Are we analyzing data to guide us in identifying underperformance and its causes? What every school and district chooses to do will look different. For best results, schools and districts should not focus on everything all at once.They can choose to start with any number of elements. The only choice that is not valid is the choice to do nothing.The State Board and Department are committed to being strong and supportive partners to each district in the interest of continuing our journey to achieve the vision of ensuring each child is successful and ready to create the future of our communities, our state and our nation.