Vision Statement:  Our vision of the future is Striving for Excellence, which means students achieving their highest potential, inspired by teachers who are making a difference, encouraged by parents who are providing support, and empowered to action by a community working together to ensure that every child realizes his/her dreams.

Mission Statement:  In the Jackson Local School District, students are our first priority. Our purpose is to create a learning environment that helps all students meet or exceed state standards, provides responsive and appropriate interventions, promotes student leadership, encourages meaningful parent and community involvement, provides real world learning experiences, respects individual and cultural differences, and provides a rigorous student-centered curriculum.

Goal Area #1: Curriculum, Instruction and Assessment (Literacy)

SMART Goal

By May 2029, Jackson Local Schools will achieve an overall 5-star state rating by ensuring every student, including identified student subgroups (SWD, EL, Gifted, Economically Disadvantaged), meets or exceeds Ohio Literacy Standards. The district will reach five stars in Early Literacy and improve Progress and College, Career, Workforce, and Military Readiness scores by implementing evidence-based literacy strategies and data-driven support across all grade levels.

Student Measure

- Students will meet or exceed individualized RIT growth targets on NWEA MAP Reading benchmarks, administered at least twice annually.

- Teachers will participate in Teacher-Based Problem Solving (TBTs) to identify students with grades below a "C" quarterly to trigger immediate evidence-based interventions.

Adult Implementation Measure

- 100% of K-12 instructional staff will consistently implement and adjust instruction using evidence-based literacy strategies and high-quality instructional materials aligned to the state-approved list for literacy based on data to ensure all students meet Ohio’s literacy standards.

- Administrators will conduct monthly walkthroughs using a standardized tool to monitor the fidelity of implementation across all tiers.

Strategy #1: Curriculum, Instruction, and Assessment

The Jackson Local School District will implement Ohio’s Integrated Multi-Tiered System of Supports (MTSS) to meet all students’ needs, including SWD, EL, Gifted, and Economically Disadvantaged students, across all tiers and ensure equitable access to evidence-based literacy instruction, intervention, and enrichment using high-quality instructional materials aligned to the state-approved list for literacy.

Evidence-Based Strategies

- 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.

- 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 Works Clearinghouse).

Strategy #2: Leadership, Administration, and Governance

The Jackson Local School District will build a collaborative culture where there is shared leadership by implementing the Ohio Improvement Process (OIP) through the District Leadership Team (DLT), Building Leadership Teams (BLTs), and Teacher-Based Problem Solving (TBT) 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, and 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}.

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 than 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}.

Goal Area #2: Curriculum, Instruction and Assessment (Math)

SMART Goal

By May 2029, Jackson Local Schools will achieve an overall 5-star state rating by ensuring every student, including identified student subgroups (SWD, EL, Gifted, Economically Disadvantaged), meets or exceeds Ohio’s math standards. The district will reach 5 stars in Achievement and improve Progress and College, Career, Workforce, and Military Readiness scores by implementing evidence-based mathematical practices and data-driven interventions across all grade levels.

Student Measure

- Students will meet or exceed individualized RIT growth targets on NWEA MAP Math benchmarks, administered at least twice annually.

- Teachers will participate in Teacher-Based Problem Solving (TBTs) to identify students with grades below a "C" quarterly to trigger immediate evidence-based interventions.

Adult Implementation Measure

- 100% of K-12 instructional staff will consistently implement and adjust instruction using evidence-based math strategies and high-quality instructional materials rated green on EdReports, based on data to ensure all students meet Ohio’s math standards.

- Administrators will conduct monthly walkthroughs using a standardized tool to monitor the fidelity of implementation across all tiers.

Strategy #1: Curriculum, Instruction, and Assessment

The Jackson Local School District will implement Ohio’s Integrated Multi-Tiered System of Supports (MTSS) to meet all students’ needs, including SWD, EL, Gifted, and Economically Disadvantaged students, across all tiers and ensure equitable access to high-quality math instruction, intervention, and enrichment using materials rated green on EdReports.

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.

- 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 to solve problems and communicate the strategies used, districts can significantly improve proficiency in word problem solving and operations across grade levels and diverse student populations. (What Works Clearinghouse).

Strategy #2: Leadership, Administration, and Governance

The Jackson Local School District will build a collaborative culture where there is shared leadership by implementing the Ohio Improvement Process (OIP) through the District Leadership Team (DLT), Building Leadership Teams (BLTs), and Teacher-Based Problem Solving (TBT) 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, and 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}.

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 than 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}.

Goal Area #3: Attendance (Climate, Behavior and Graduation)

District SMART Goal

By May 2029, Jackson Local School District will strengthen a positive, safe, and inclusive school climate through consistent implementation of Schoolwide Positive Behavioral Interventions and Supports (SWPBIS), resulting in a 15% reduction in office discipline referrals and a 3% increase in the district graduation rate, as measured by district discipline, attendance, and graduation data.

Student Measure

- Office discipline referrals will decrease by 15% compared to 2025–2026.

- Attendance rates will improve by 3% as an early indicator of engagement.

- Sustained SWPBIS implementation and improved engagement will contribute to a 1-3% increase in the district graduation rate, as measured by cohort graduation data.

Adult Implementation Measure

- 100% of staff will explicitly teach, model, and reinforce schoolwide behavioral expectations, as evidenced by documented behavior lessons, posted expectations and routines, use of positive acknowledgments, consistent corrective responses, and PBIS walkthrough and observation fidelity data.

- Administrators will conduct monthly walkthroughs using a standardized tool to monitor the fidelity of implementation.

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 changing perceptions of school safety. Students in 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).

Strategy #2: College, Career, Workforce, and Military Readiness

The Jackson Local School District will plan and deliver high-quality programming that offers various pathways, including 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 improve students’ capacity to manage challenges in and out of school.

Evidence Level

1. By 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, districts can enhance students’ postsecondary success. (What Works Clearinghouse).

Strategy #3: Community and 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

1. Parent Cafe brings families together to promote parent resiliency, create positive social connections, support families in times of need, build knowledge of parent and child development, and strengthen the connection between schools and families. Parent Cafe is an evidence-based approach to parent engagement. (CASEL SEL Clearinghouse).