Kellie Day

The Western Brown Board of Education approved plans for student wellness and success funds, allocating resources to physical and mental health services. Occupational and physical therapists will provide support for sensory and motor skill development. School counselors will support students in distress and assist with behavioral accommodations. School nurses will address physical health issues and wellness activities. Additionally, plans were approved for disadvantaged pupil impact aide, focusing on school safety through school resource officers and reading improvement interventions.

The HEMS Improvement Plan for 2024-2026 addresses three priority needs: Instruction, Shared Leadership, and Standards Alignment. Instruction focuses on improving student performance in reading and math (grades 4-8) by enhancing support services for MTSS and PBIS, implementing positive behavior support, and providing multi-tiered systems of support. Shared Leadership aims to improve data analysis for instructional guidance and decision-making through universal screening (NWEA MAP and Aimsweb assessments) and the Ohio Improvement Process (OIP). Standards Alignment seeks to improve the consistent implementation of new programs and curriculum through academic/instructional coaching, monitoring teacher behaviors using Instructional Rounds, and providing support for new teachers and technology integration. The plan includes specific goals, student and adult measures, strategies, and action steps for each priority need, with timelines extending to June 30, 2026, or June 1, 2026, depending on the specific goal.

The 2024-2026 Improvement Plan for Mt Orab Elementary School (MOES) focuses on three priority needs: Instruction, Shared Leadership, and Standards Alignment. The plan aims to improve student performance in reading and math by implementing a structured literacy approach, enhancing multi-tiered systems of support (MTSS), and strengthening positive behavior interventions and supports (PBIS). Specific goals include increasing student growth index points in reading and math, improving the implementation of PBIS and MTSS, and ensuring consistent use of curriculum resources. The plan utilizes data analysis from assessments like NWEA-MAP and Aimsweb to monitor progress and inform instructional decisions. Professional development (PD) for teachers and leadership teams is a key component, along with the use of data analysis tools and early warning systems to identify at-risk students and provide targeted interventions.

The 2024-2026 Improvement Plan for Western Brown High School addresses three priority needs: Instruction, Shared Leadership, and Standards Alignment. Instruction focuses on improving student performance in reading and math (measured by NWEA-MAP Growth Index) through enhanced Positive Behavior Interventions and Supports (PBIS), Multi-Tiered Systems of Support (MTSS), and well-rounded education. Shared Leadership aims to improve student outcomes by fostering a K-12 shared vision and utilizing the Ohio Improvement Process (OIP) for data-driven decision-making. Standards Alignment seeks to ensure consistent implementation of aligned curriculum and evidence-based instructional practices. The plan includes specific goals, student and adult measures, strategies, and action steps for each priority need, with a focus on utilizing data to monitor progress and make adjustments as needed. ESSER funding supports several initiatives.

The Western Brown Local School District's Extended Learning Plan addresses learning loss due to the coronavirus pandemic. It focuses on providing extended learning opportunities for at-risk learners through summer learning programs (including summer school and interest academies), in-school recovery courses/intervention services, before/after-school tutoring, and individualized learning pathways. The plan uses assessment data (STAR Reading and Math, STAR Early Literacy, AIMSweb, curriculum assessments, teacher recommendations, IEP progress monitoring, and transcripts) to identify students needing support, focusing on addressing both academic and social-emotional needs. Academic needs are addressed through intensive individualized instruction, differentiated instruction, and targeted interventions. Social-emotional needs are addressed using screening tools (ACE and RCADS) and interventions provided by counselors, teachers, and Project Hope personnel. Resources include online programs, curriculum materials, technology, and transportation. The plan aligns with the district's continuous improvement plan and aims to close learning gaps caused by the pandemic.