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Tiffin City Schools outlines three-year One Plan, reading-improvement steps and attendance work
Summary
District curriculum director presented a semester update on the curriculum department, the state Three-Year “One Plan,” a locally approved reading-improvement plan and early steps on attendance interventions; the board approved the local reading-improvement plan.
The Tiffin City Schools curriculum director presented a semester update at the board meeting on the district’s curriculum department work plan, the state three-year “One Plan” and a locally approved reading-improvement plan designed to raise K–3 literacy and third-grade proficiency.
The curriculum director said the department is small and focused, led by a team that includes district media specialist Kate Vogt and gifted education coordinator Fala Zern, and that the group has prioritized explicit vocabulary instruction as a multiyear strategy. “We had a big focus this year on explicit vocabulary instruction,” the curriculum director told the board, adding that next year the district will expand to broader explicit-instruction strategies.
Why it matters: the district must show progress on literacy measures and align multiple plans to state requirements. The district’s reading plan responds specifically to results showing fewer than 80% of third-graders meeting state proficiency thresholds, and implementing the plan is a step the board must approve locally before further state review.
Key points presented
- One Plan (state three-year plan): The presentation identified the district as mid-cycle in the state’s three-year planning process, with a January–March window next year for completing the next needs assessment and action steps. The director said the district is in cohort 3 and named attendance and instruction as the two primary goals.
- Curriculum review cycle and materials: The district is reviewing middle-school math, high-school chemistry (including honors), economics and financial literacy. The director said curriculum recommendations will be brought to the board as they finish review and funds allow.
- Reading improvement plan: The district has adopted CKLA for early grades, trained staff on its assessment tool (described in the meeting as “Acadience” for reading assessments), and implemented explicit vocabulary instruction and MTSS (multi-tiered system of supports) procedures. The director said more staff are trained to give and progress-monitor assessments.
- Attendance: Board members asked about attendance trends. The superintendent reported monthly attendance rates presented at the meeting: 94.55% in September, 93.82% in October and 93.08% in November. The curriculum director said roughly 11 students were on individual attendance plans and the district is disaggregating attendance data by building to target interventions. The district described three immediate action steps: document district attendance procedures, disaggregate data by building, and review secondary tardy policies that may be encouraging full-day absences.
Board action
The board approved the local reading-improvement plan during the meeting. On the roll call for that agenda item, several board members recorded votes of “yes.” (See the actions array for the recorded votes captured in the meeting transcript.)
Context and next steps
The presentation tied the curriculum work, MTSS implementation and the reading plan to the district’s larger One Plan goals. Staff said state review of the next One Plan cycle will occur after the district completes the January–March needs-assessment window next year, and any state comments would inform implementation in the following school years.
The director told the board a fuller data update would be provided in the second-quarter report, including results from cadence assessments delayed by recent weather closures.
