Board of Education


WELCOME

Welcome to the Lockland Local School District Board of Education page. The Lockland Board of Education is here to serve you, the students, parents, community members and friends of the district. We take our positions as leaders within the district and our responsibility for making decisions that are in the best interest of all children very serious. We want to hear from you, please consider coming to a monthly board meeting to get updates, to share ideas, and to ask questions. You may also call or email us. We will guide you to the right person/s in the district to get your answers or address your concerns.

The board's regular board meetings are usually held on the second Thursday of each month. The meetings are held in Room 152 across from the board office and they start at 6:30 p.m. Please check the district calendar on the webpage for specific meeting dates and times. We also most minutes from past meetings on the site as well. If there is other information that you can't find or think would be helpful, let us know.

The Board looks forward to another year of success and growth. As always, thank you for your support.

 

BOARD POLICY AND ADMINISTRATIVE GUIDELINES

http://www.neola.com/lockland-oh/

 

STRATEGIC PLAN YEAR 2 - 2015-16 SCHOOL YEAR

 

Vision

The Lockland Local School District, rich in pride, tradition and opportunities, where our students are engaged in excellent education leading to their future success.

Mission

We are dedicated to providing challenging educational experiences that maximize each student’s intellectual, social and physical potential to develop responsible citizens and leaders.

What We Value

  • A faculty and staff committed to promoting growth, opportunity, creativity and overcoming obstacles for all students;
  • Parental and community involvement;
  • The essence of each child as an individual;
  • Kindness, strong friendships and partnerships;
  • Pride and tradition;
  • Hard work and high expectations;
  • A sense of humor and a fun environment where teachers and students share an eagerness to teach and learn;
  • An educational program that emphasizes self-discipline, positive image, honesty, empathy, compassion and perseverance.

CCIP Goal #1

Goal Target Area:  Academic-Reading and Mathematics

By the end of the 2016-17 school year, the district will improve the reading and mathematics performance for ALL students with the focus on gap closure and performance index as measured by an increase in 10% annually from the baseline data generated in the 2014-15 report card.

Strategy

Implement and monitor researched based instructional practices to increase student achievement for all groups (emphasis on reading and mathematics)

Adult Implementation Indicators

  • All teachers will use researched based instructional practices presented through TBT’s to establish an instructional framework to advance student achievement.

  • All teachers will clearly communicate learning outcomes and standards to students.

  • All teachers will differentiate their instruction within the instructional framework.

Student Performance Indicators

  • All students will be able to demonstrate individual academic growth by:

    • Articulation of the learning outcomes and goals

    • Production of artifacts that demonstrates understanding of learning (i.e. written responses and assignments, oral responses, presentations and projects, etc.)

    • High level of participation in whole class and small group instruction

    • All students will increase their individual academic growth in reading and mathematics by 10% from their baseline.

Action Steps

  • Implement and monitor an established instructional framework that is aligned to the Ohio Learning Standards and incorporates researched based best practices, technology, and assessment.

    • Evidence: Curriculum maps, lesson plans, MAP assessment data

    • Responsible: DLT, BLT, TBT, building administrators, and instructional facilitators

  • Recalibrate the TBT format to focus on adult implementation of instructional practices and frameworks that will be presented through the TBT’s.

    • Evidence: TBT notes, observation and walk-throughs, student artifacts, MAP assessment data

    • Responsible: DLT, BLT, TBT, building administrators, and instructional facilitators

  • Collaborate to differentiate instruction for all students (via TBT’s)

    • Evidence: TBT notes, observation and walk-throughs, and student work

    • Responsible: DLT, BLT, TBT, building administrators, and instructional facilitators

  • Provide ongoing job embedded professional development to broaden effective instructional practices via TBT and other professional development opportunities

    • Evidence: TBT notes, PD sign in sheets, teacher artifacts

    • Responsible: DLT, BLT, TBT, building administrators, and instructional facilitators

CCIP Goal #2

Goal Target Area:  Climate

By the end of the 2016-17 school year, the district will promote a positive and safe climate conducive for learning as measured by the 10% decrease annually in disciplinary referrals and 10% increase annually in student attendance. The baseline discipline data will be provided by the discipline and attendance total summary report generated from EMIS at the end of the 2014-15 school year.

Strategy

Implement district wide Positive Behavior Intervention Supports (PBIS) with fidelity, emphasizing parental/community involvement, student attendance and cultural responsive practices.

Adult Implementation Indicators

  • All staff will:

    • Use a common language to communicate school/district wide expectations for behavior (behavior matrix)

    • Use school/district agreed upon acknowledgement and corrective system to increase expected behavior

    • Increase positive behavior feedback to students and parents/community

Student Performance Indicators

  • All students will:

    • Recite behavioral expectations upon request

    • Model expected behavior (after being provided with instruction/modeling)

    • Participate in data collection by providing feedback on acknowledgement and corrective systems.

Action Steps

  • District wide training/implementation of PBIS

    • Evidence: PBIS Rubric, PD sign in sheets, surveys, observations and walk-throughs

    • Responsible: DLT, BLT, TBT, instructional facilitator, SST consultant, and PTO

  • Development of common language and behavior matrix across all three buildings (this includes parental and student involvement in process

    • Evidence: PBIS Rubric, Behavior Matrix Grid, Visual artifacts throughout the district, parent and student surveys, observations and walk-throughs

    • Responsible: DLT, BLT, TBT, instructional facilitator, SST consultant, and PTO

  • Development of acknowledgment and corrective systems across all three buildings

    • Evidence: PBIS Rubric, Behavior Matrix Grid, Visual artifacts throughout the district, parent and student surveys, observations and walk-throughs

    • Responsible: DLT, BLT, TBT, instructional facilitator, SST consultant, and PTO

  • Development of a communication system for parents and community regarding PBIS and student performance across all three buildings

    • Evidence: Surveys (feedback from students, parents, and community), newsletters, website, Facebook, Twitter

    • Responsible: DLT, BLT, TBT, instructional facilitator, SST consultant, and PTO

  • Develop a data system to monitor progress

    • Evidence: PBIS Data input system, school/district data system, EMIS

    • Responsible: DLT, BLT, TBT, SST consultant, and PTO

 

Board Members

Meetings

Documents

Links