Goal Area #1:  Curriculum, Instruction and Assessment

SMART Goal: By May of 2026, 100% of students in Jackson Local schools will score proficient or higher on all Ohio State Tests (OSTs). 

Student Measure: By May of 2026, 100% of all students will meet proficiency or above on the (OSTs). Progress towards that goal will be monitored using benchmark assessments NWEA MAP in reading and math two (2) times a year.

Adult Implementation Measure: By May of 2026, 100% of teachers will analyze High Quality Student Data (HQSD) data and plan instruction based on results including but not limited to: OST, NWEA MAP, and Restart Readiness.   

Strategy #1: (Curriculum, Instruction, and Assessment) The Jackson Local School District will implement a Multi-Tiered System of Supports (MTSS) to meet all students’ needs and ensure equitable access to high-quality instruction, intervention, and enrichment. 

EVIDENCE-BASED STRATEGIES: 1. Provide intensive, systematic instruction on up to three foundational reading skills in small groups to students who score below the benchmark score on universal screening in grades K-5. Make available intensive and individualized interventions for struggling readers that can be provided by trained specialists. EVIDENCE LEVEL: 1. By providing small-group interventions using evidence-based practices, districts can improve outcomes for students struggling with one of the many facets of reading (What Work's Clearinghouse). 

EVIDENCE-BASED STRATEGIES: Provide explicit and systematic instruction in math skills in small groups to students who score below the benchmark score on universal screening in grades K-5. Make available interventions for struggling mathematicians that can be provided by trained specialists. EVIDENCE LEVEL 1: By ensuring instructional materials are systematic and explicit and providing students with opportunities for students to solve problems and communicate strategies used, districts can significantly improve proficiency in word problem solving and operations across grade levels and diverse student populations. (What Work's Clearinghouse).

Action Step Year 1

Action Step Year 2

Action Step Year 3

The District will:

provide coaching and on-site support to build MTSS in the use of ongoing progress monitoring data to evaluate implementation and student outcomes.

provide coaching and on-site support to build MTSS in the use of ongoing progress monitoring data to evaluate implementation and student outcomes.

build an understanding of how to interpret assessment (formative and summative) data to inform instruction and align interventions to specific student needs.

provide coaching and on-site support to build MTSS in the use of ongoing progress monitoring data to evaluate implementation and student outcomes.

build an understanding of how to interpret assessment (formative and summative) data to inform instruction to include disaggregation of data based on subgroups (Students with Disabilities, Gifted, English Language, Homeless, Foster Care, Military, Economically Disadvantaged, Race, and Gender) and align interventions to specific student needs.

Amherst Elementary will implement district support for their gifted population through MTSS:

provide coaching and on-site support to monitor gifted student data 

Amherst Elementary will implement district support for their gifted population through MTSS:

provide coaching and on-site support to monitor gifted student data. Build an understanding of how to interpret assessment (formative and summative) data to inform instruction  

Amherst Elementary will implement district support for their gifted population through MTSS:

provide coaching and on-site support to monitor gifted student data. Build an understanding of how to interpret assessment (formative and summative) data to inform instruction and align instruction to specific student needs

Strategy #2 (Leadership, Administration, Governance): The Jackson Local School District will implement the Ohio Improvement Process (OIP) through the District Leadership Team (DLT), Building Leadership Teams (BLTs), and Teacher Based Teams (TBTs) K-12 to review data to improve student achievement. 

EVIDENCE LEVEL: 2 Professional Learning Communities (PLCs) are learning teams organized by subject, grade level, and/or special interest in which teachers meet to discuss issues around student data, collect and analyze data, develop and try out instructional solutions, assess the impact of these solutions {Darling-Hammond, Hyler, and Gardner, and Espinoza (2017) Effective Teacher Professional Development}. PLCs affect both teaching practice and student achievement when there is collaboration, focus on student learning, and continuous teacher learning {Vescio, V., Ross, D., Adames, A. (2007). A review of research on the impact of professional learning communities on teaching practice and student learning}

Action Step Year 1

Action Step Year 2

Action Step Year 3

The District will:

implement a common agenda template for use in DLTs, BLTs, and TBTs.

implement a common agenda template and interpret data of the DLT, BLT, and TBT and stakeholder feedback.

implement a common agenda template, interpret data of the DLT, BLT, and TBT and stakeholder feedback to adjust instruction.

Strategy #3 (Professional Capital): The Jackson Local School District will plan and deliver district high-quality professional development that is based on data to improve student outcomes and to support all staff to meet student needs. 

EVIDENCE BASED STRATEGY: Align professional learning with school priorities and goals. EVIDENCE LEVEL: 1 Professional development that is in alignment with district and school improvement plans is much more effective in improving results for students that isolated professional development that may take place. {Wei, R. C., Darling-Hammond, L., Andree, A., Richardson, N., Orphanos, S. (2009) Professional learning in the learning profession: A status report on teacher development in the United States and abroad}

Action Step Year 1

Action Step Year 2

Action Step Year 3

The District will:

identify professional development opportunities at the district, building, and teacher level based on Ohio Report Card, diagnostic, formative, and summative data.

evaluate, adjust, and revise implementation of the professional development plan based on Ohio Report Card, diagnostic, formative, and summative data.

expand professional development opportunities at the district, building, and teacher level based on Ohio Report Card, diagnostic, formative, and summative data.

Goal Area #2:  School Climate and Support

SMART Goal:  By May of 2026, Jackson Local School District will create a positive, safe, and inclusive school culture and climate as evidenced by a 3% decrease in office referrals.

Student Measure:  Students feel positive, safe, and included as measured by a 3% decrease in disciplinary referrals across school environments (ex. classrooms, playground, hallways, lunch room, transportation, etc.)

Adult Implementation Measure: Staff will participate in professional development on strategies to create a positive, safe, and inclusive learning environment monitored by the results of surveys showing an increase of 3% in positive student responses of school culture and climate.

Strategy #1: (School Climate and Support) The Jackson Local School District will implement Positive Behavior Interventions and Supports (PBIS) K-12.

EVIDENCE-BASED PRACTICE: Schoolwide Positive Behavioral Interventions and Supports (SWPBIS). EVIDENCE LEVEL: 1

A universal, school-wide prevention strategy aimed at reducing behavior problems that lead to office discipline referrals and suspensions, and change perceptions of school safety. Students in the SWPBIS schools received significantly fewer school suspensions than students in schools that did not receive SWPBIS training. Perceptions of safety improved in the schools that implemented SWPBIS, but declined in the schools that did not implement SWPBIS. (What Works Clearinghouse)

Action Step Year 1

Action Step Year 2

Action Step Year 3

The District will:

develop and implement strategies to support PBIS initiative.

assess implementation of PBIS strategies.

review and revise PBIS implementation.

Strategy #2: (Curriculum, Instruction, and Assessment) The Jackson Local School District will implement the PAX Good Behavior Game to support PBIS in Tier I. 

EVIDENCE BASED PROGRAM: PAX Good Behavior Game. EVIDENCE LEVEL 2: PAX Good Behavior Game is a behavior management approach in which students are divided into two or more teams. Teachers monitor student behavior. Ten kernels are introduced at the start of the school year. Students help develop the expectations for all areas of the school building (classroom, music room, gym, library, cafeteria, hallways, etc.) Administrators, certified and classified staff use common language in all settings. PAX Good Behavior Game provides onsite training by experienced therapists, plus manuals, timers, and auxiliary materials. Parents also receive manuals to help them use similar methods at home. (Ohio Clearinghouse)

Action Step Year 1

Action Step Year 2

Action Step Year 3

The District will:

sustain professional learning on PAX to all new staff at each elementary building.

identify and implement Tier 2 and Tier 3 behavior support.

review and revise PAX implementation based on building and grade level data.

Strategy #3 (Community & Family Engagement): The Jackson Local School District will work with students, teachers, and parents to build resiliency in schools and building practices.

EVIDENCE BASED PRACTICE: Parent Cafe EVIDENCE LEVEL l: 1 Parent Cafe is a way to bring families together to promote parent resiliency, create positive social connections, support in times of need, build knowledge of parent and child development and social emotional competence in our parents while also strengthening the connection between schools and family. Parent Cafe is an evidence-based approach to parent engagement (CASEL SEL Clearinghouse).

Action Step Year 1

Action Step Year 2

Action Step Year 3

The District will:

secure grant funding.

partner with Ohio Mental Health and Addiction Services along with Stark County Mental Health & Addiction Recovery (StarkMHAR) to secure funding for Parent Cafe. This funding would support training for facilitators, program materials, and stipends for Parent Cafe facilitators.

recruit and train facilitators.

provide training to Parent Cafe facilitators.

develop and deliver Parent Cafes.

develop a schedule that is conducive to parent availability with flexible scheduling to allow parents with atypical work hours to attend; newly trained facilitators deliver sessions, and feedback will be solicited at the end of sessions.

Goal Area #3: College and Career Readiness

SMART Goal:  By May of 2026, Jackson Local School district will ensure that 100% of graduates are enrolled, employed, or enlisted as evidenced by the State Report Card.

Student Measure:  100% of Jackson High School students will meet and consult with high school staff to ensure they have earned enough high school credits and meet state graduation pathways in order to be enrolled, employed, or enlisted.

Adult Implementation Measure: 100% of high school staff will guide students toward future goals as evidenced by internal progress monitoring, tracking of credits, and graduation pathways.

Strategy #1: (School Climate and Support): The Jackson Local School District will plan and deliver high quality programming that offers various pathways (Jackson School for the Arts (JSA), Jackson Academy of Global Studies (JAGS), Advanced Placement (AP), Career and Tech Compact, and Junior Reserve Officer Training Corps (JROTC) .

EVIDENCE BASED STRATEGY: Engage students by offering curricula and programs that connect school work with college and career success and that improve student's capacity to manage challenges in and out of school. EVIDENCE LEVEL: 1 By working connecting schoolwork to students' options after high school; providing curricula and programs that help students build supportive relationships and teaching students how to manage challenges, students post secondary high school successes are enhanced (What Works Clearinghouse).

Action Step Year 1

Action Step Year 2

Action Step Year 3

The District will:

analyze post-graduation outcome data for Jackson Local School graduates.

data to be reviewed to determine what pathways graduates select and their success on the transition to chosen pathways.

inventory college and career support.

determine current opportunities that exist  and where data indicates a lack of understanding or participation to increase effective communication about college and career pathways.

develop and improve exposure and support to individual students.

determine what additional support is needed based on data and inventory of current supports to be provided in order to ensure post secondary success (i.e., if there is a lack of understanding about the opportunities available through the Career and Tech Compact group [Jackson Local, Plain Local, North Canton City, and Lake Local], determine how to better communicate those opportunities).

Strategy #2: (Curriculum, Instruction, and Assessment): The Jackson Local School District will ensure that 100% of sophomore students will receive guidance on accessing career and technical programming.

EVIDENCE BASED STRATEGY: Engage students by offering curricula and programs that connect school work with college and career success and that improve student's capacity to manage challenges in and out of school. EVIDENCE LEVEL: 1 By working connecting schoolwork to students' options after high school; providing curricula and programs that help students build supportive relationships and teaching students how to manage challenges, students post secondary high school successes are enhanced (What Work's Clearinghouse).

Action Step Year 1

Action Step Year 2

Action Step Year 3

The District will:

evaluate current existing programming in partnership with the Business Advisory Council and the Canton Chamber of Commerce.

maintain the Compact and Jackson Local Career and Technical Programs that exist to connect high school students that are interested in a career and technical program the opportunity to explore and experience living wage jobs and careers that exist within the geographical area.

promote, expand, and explain partnership programs.

promote increased participation through outreach to both parents and students. 

determine age/grade to begin sharing information about the partnerships.

evaluate success and identify additional opportunities for improvement.

analyze participation data and make adjustments based on feedback of students and businesses that participate.

Strategy #3 (Community & Family Engagement): The Jackson Local School District will partner with local Institutions of Higher Education (IHEs) to provide quality College Credit Plus (CCP) courses at the Jackson campus and at the IHE for students in grades 7-12.

EVIDENCE BASED STRATEGY: Dual enrollment programs allow high school students to take college courses and earn college credits while still attending high school. EVIDENCE LEVEL: 1 Dual enrollment programs allow high school students to take college courses and earn college credits while still attending high school. Such programs are designed to boost college access and degree attainment, especially for students typically underrepresented in higher education. Dual enrollment programs support college credit accumulation and degree attainment via at least three mechanisms. First, allowing high school students to experience college-level courses helps them prepare for the social and academic requirements of college while having the additional support available to high school students; this may reduce the need for developmental coursework. Second, students who accumulate college credits early and consistently are more likely to attain a college degree. Third, many dual enrollment programs offer discounted or free tuition, which reduces the overall cost of college and may increase the number of low socioeconomic status students or first generation college students who can attend and complete college. (Ohio’s Clearinghouse).

Action Step Year 1

Action Step Year 2

Action Step Year 3

The District will:

provide CCP in person and online supported courses at the high school campus and will provide two pathways to an associate of art and science degrees.

review CCP enrollment and cost analysis data annually to determine additional courses that can be taught in person at Jackson to fulfill the associate degree pathways.

take part in grant opportunities to credential Jackson teachers as CCP adjuncts.